School of Science, Society and Management
Department of Science
Psychology
Single and Combined Awards
Single Hons Psychology, Combined (Major, Joint or Minor)
in Psychology
Student Handbook
Campus: Newton Park
Academic Year
Subject Leader: David Watson
Contact details:
Room TE.108
Tel: 01225 875755
Email: d.watson@bathspa.ac.uk
Version and date of issue: v5 26th September 2012
2012 /2013
Contents
1. Introduction - Why Study Psychology? ........................................................................ 1
1.1 If you are interested... ..................................................................................... 1
1.2 If you enjoy... .................................................................................................. 1
1.3 If you want... ................................................................................................... 1
2. Course Content – What will you study?....................................................................... 3
2.1 Introduction ..................................................................................................... 3
2.2 The programme structure ............................................................................... 3
2.3 What you will study and when ........................................................................ 4
2.4 What can I combine with Psychology? ........................................................... 6
3. Course Aims – What will you learn? ............................................................................ 7
3.1 What is this programme designed to achieve? ............................................... 7
3.2 What will you learn? ....................................................................................... 7
Knowledge of ............................................................................................. 7
Thinking skills ............................................................................................ 7
Subject-Based Practical skills .................................................................... 8
Skills for life and work (general skills) ........................................................ 8
4. Learning environment.................................................................................................. 9
5. Assessment ............................................................................................................... 11
6. Work experience/placement opportunities ................................................................ 12
7. Project work .............................................................................................................. 12
8. Careers ..................................................................................................................... 13
8.1 What do psychology graduates do? ............................................................. 13
8.2 The British Psychological Society ................................................................. 13
9. Added value .............................................................................................................. 14
10. Teaching Quality Information .................................................................................. 15
11. How we support you ................................................................................................ 15
12. How we assure the quality of this programme ......................................................... 17
13. How we monitor the quality of this programme ....................................................... 18
14. The role of the programme committee .................................................................... 18
15. The role of external examiners ................................................................................ 18
16. Listening to the views of students............................................................................ 19
17. Listening to the views of others ............................................................................... 19
18. Student Prizes ......................................................................................................... 19
19. Regulations, Policies and Guidance ........................................................................ 19
19.01 Undergraduate Modular Scheme (UGMS) Regulations ............................ 19
19.02 University policy statement on anonymous marking ................................. 20
19.03 University policy statement on plagiarism/unfair practice ......................... 20
19.04 University statement on referencing protocols .......................................... 20
20. Equal Opportunities Statement ............................................................................... 21
Appendix 1. Staff in Psychology .................................................................................... 22
Staff profiles........................................................................................................ 23
Appendix 2. Module Outlines ........................................................................................ 34
Level 4 Modules ................................................................................................. 34
Level 5 Modules ................................................................................................. 39
Level 6 Modules ................................................................................................. 50
Appendix 3. Working with psychology after graduation ................................................. 71
Places graduates work ....................................................................................... 71
Clinical Psychology............................................................................................. 72
Forensic Psychologist ......................................................................................... 72
Educational Psychologist .................................................................................... 72
Occupational / Organisational Psychology ......................................................... 72
Health Psychologist ............................................................................................ 73
Counselling Psychologist .................................................................................... 73
Sports Psychologist ............................................................................................ 73
Getting a PhD ..................................................................................................... 74
Psychological therapist ....................................................................................... 74
Counselling & Psychotherapy ............................................................................. 74
Using psychology towards other social science work ......................................... 74
Postgraduate study in Psychology at Bath Spa .................................................. 75
Table 1: programme details of the Psychology programme
Single Honours, Major, Joint or Minor
School
Department
Campus
Psychology
Science, Society and Management
Science
Newton Park
Final award
Intermediate awards available
BSc Hons; BSc/BA Hons combined
Certificate of Higher Education
Diploma of Higher Education
C800
Accredited by the British Psychological Society
Psychology
March 2009
UCAS code
Details of professional body accreditation
Relevant QAA Benchmark statements
Date specification last updated
1. Introduction - Why Study Psychology?
When you ask your friends and family to describe or define Psychology, you will get a large
number of often very different responses. When you ask a group of psychologists to define
Psychology, the range of answers you will receive is almost as diverse! This is because of
the nature of the topic being studied. People differ in so many interesting and important
ways. Personality, behaviour, emotional responses and coping strategies, (to name but a
few), are all areas of interest to psychologists, all have their separate areas within the
subject, but all overlap to some extent. Consequently, the range of possible areas of interest
to different psychologists and students of Psychology is almost endless.
1.1 If you are interested...
In people and what makes them tick then psychology might just be the right subject for you.
Psychology is one of those rare subjects that affects every individual because it is all about
people, their behaviour and potential causes of their behaviour.
1.2 If you enjoy...
The challenge of understanding the roots of human behaviour then the psychology
programme certainly accommodates this thirst for knowledge. You might be wondering at
this point how psychology differs from our natural tendencies to attempt to ‘suss’ people out.
The difference is that psychology is a science built on rigorous methodology that produces
reliable evidence.
1.3 If you want...
To work in areas that involve the following skills:
• Scientific
• Numerical
• Social
• Interpersonal
• Evaluative
• Critical Thinking
• Application of theory to practice
… then the psychology programme might well be right for you.
1
What our graduates say:
My time at Bath Spa University has been an amazing experience
Tough sometimes but worth every minute of it
Work hard – play hard
Probably the most stressful but the best time I’ve had in my life so far
Too much coffee, a lot of work, several late nights, limitless laughter, and cigarettes
Something that will always shape my life
I’ve had a great time and couldn’t have picked a better place to study
My time has been fun, challenging and life changing
I become more confident – I know I can do it!
It has never been dull
Random, happy, made amazing friends, had some of the best of times,
greeting the cows on the way in every day! The best Uni!
It’s been an emotional and exciting journey, I can’t quite believe it’s coming to a close!
These three years have been the longest and the shortest in my life,
but they have definitely been the best
Just amazing
Hard work but worth it, it changed my character and also my life
This has given me a fantastic opportunity to discover who I am and what I want to be
Totes Emosh!
(Source: BSU Yearbook 2012).
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2. Course Content – What will you study?
2.1 Introduction
The programme is designed to guide students through a maturing process that begins at a
modest pace and ends by opening up conceptual and career possibilities that they may not
have previously considered. This begins at Level 4 by introducing all Psychology students to
the five main psychological perspectives (biological, cognitive, developmental, individual
differences and social). Additionally, the historical and conceptual underpinnings of
psychology will be explored throughout.
Having introduced this variety of perspectives, at Level 5 a more advanced consideration of
these specialist underpinnings is developed. In contrast to Levels 4 and 5, Level 6 consists
largely of areas that reflect individual staff scholarly activity (i.e. staff research informs Level
6 teaching). This means that from the students’ point of view psychological theories
introduced and explored at Levels 4 and 5 are applied to these specialist Level 6 options.
Such options include Criminological, Social, Neurological, Abnormal, Health and
Evolutionary Psychology. Additionally, for those who wish to undertake a Level 6 Project in
psychology there will be the opportunity to take a series of research methods modules
culminating in an original piece of supervised research.
For information on staff teaching and research interests, please refer to Appendix 1.
2.2 The programme structure
All programmes are credit-rated to help you to understand the amount and level of study that
is needed. One credit is equal to 10 hours of directed study time (this includes everything
you do e.g. lecture, seminar and private study). Credits are assigned to one of 3 levels:
•
•
•
Level 4 - equivalent in standard to the first year of a full-time undergraduate degree
programme
Level 5 - equivalent in standard to the second year of a full-time undergraduate degree
programme
Level 6 - equivalent in standard to the third year of a full-time undergraduate degree
programme
2.2.1 Credit rating
The overall credit-rating of this programme is 360 credits. In order to gain an honours degree
you will need to obtain 360 credits including:
•
•
•
A minimum of 120 credits at level 4 or higher
A minimum of 120 credits at level 5 or higher
A minimum of 120 credits at level 6 or higher
2.2.2 Typical duration
The duration of this programme is three years full-time (FT), or five years part-time (PT). It is
possible to move from FT to PT mode and vice-versa or to intermit (temporarily suspend
your studies) to accommodate any changes in your life outside the university.
3
2.2.3 How the teaching year is divided
The teaching year begins in late-September and finishes at the end of June. A typical FT
student will take 120 credits over the academic year and a part-time (PT) student, a
maximum of 80 credits.
2.3 What you will study and when
This programme is part of a modular degree scheme. Modules are defined as:
•
•
•
Core - Must be taken (although this may depend on the award)
Optional - Select from a range of identified modules within the field
University wide ‘Open Modules’ (OM) - Select from a wide range of modules across the
University
What’s in a module code? Usually all the modules offered by a subject are coded with a 2
letter prefix that indicates which subject the module belongs to, e.g. Psychology modules are
coded ‘PS’. The first digit signifies the Level of study, the next three digits signify the
individual module number and the final two digits show the credit rating, either 20 credits or
40 credits. So the module code for Introduction to Psychology (PS4001 – 40) is shown
below.
Module
number
Level
(4)
Credit
rating
Subject
PS
4 001 -40
Table 2 presents the core and optional requirements for the Single Honours and combined pathways
for this programme (please see Appendix 2 for full module outlines).
2.3.1 Level 4
All students take the 40 credit ‘Introduction to Psychology’ (PS4001-40) module which covers
biological, cognitive, developmental, individual differences and social perspectives.
Additionally this module considers historical and conceptual issues in psychology and
employability skills material. For students taking Single Honours Psychology and Major
Psychology there is also a compulsory 20 credit ‘Research Methods 1’ module (PS4002-20).
It is also permissible but not compulsory for Joint and Minor students to take PS4002-20.
In the first year, Single Honours Psychology students must take a complementary subject.
They can choose from a range of subjects that have selected to best complement their main
course of study. The core (40 credit) module of the complementary subject must be taken,
plus another 20 credits, i.e. 60 credits in total to match the 60 credits available in
Psychology. The subjects (and core modules) available are:
4
•
•
•
•
•
Biology - BY4001-40 Biology: The Living World
Business and Management - BM4001-40 Organisations and the Business
Environment
Education - ED4001-40 Education for Change
Open Module - OM4002-40 Sustainability in Life and Work
Sociology - SC4001-40 Discovering Sociology
Table 2. Modules available in the Psychology Programme
Level, Code
and Credits
PS4001-40
PS4002-20
PS5002-40
PS5003-20
PS5004-20
PS5005-20
PS5006-20
PS6002-40
PS6024-20
PS6005-20
PS6012-20
PS6016-20
PS6017-20
PS6018-20
PS6023-20
PS6026-20
Title
Introduction to Psychology
Research Methods
Research Methods and
Statistics
Cognitive Psychology
Social Psychology
Developmental Psychology
Biological Psychology
Psychology Dissertation
Individual Differences
Psychology of Health
Abnormal Psychology
Evolutionary Psychology
Criminology & Investigative
Psychology
Peace & conflict
Neuropsychology
Counselling Psychology
Single
Honours
Core
Core
Core
Major
Joint
Minor
Core
Core
Core
Core
Optional
Optional*
Core
Optional
N/A
Core
Core
Core
Core
Core
Core
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Core
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Optional
N/A
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Key: N/A = not available.
* must be taken if a Joint student wishes to take a Psychology dissertation at Level 6
2.3.2 Level 5
At level 5, four 20 credit modules are offered:
Cognitive Psychology (PS5003-20)
Social Psychology (PS5004-20)
Developmental Psychology (PS5005-20)
Biological Psychology (PS5006-20)
Plus a 40 credit module in research methods and statistics (PS5002-40)
Single Hons students take all 5 of the above modules to fulfil the requirements of the BPS.
Major students take the 40 credit research methods module PS5002-40 plus any two of the
20 credit Psychology modules at Level 5. Hence, both Single Hons and Major students also
take PS5002-40, the 40 credit research module which prepares students for the dissertation
at level 6.
Joint students take any combination from the Psychology modules at Level 5 that adds up to
60 credits. If they choose PS5002-40 it will allow them to undertake a dissertation at level 6.
Minor students take 40 credits from the above list but cannot take PS5002-40 and therefore
5
cannot complete a dissertation at level 6. Such students are likely to undertake a dissertation
in their major subject.
2.3.3 Level 6
In addition to the 40 credit ‘Dissertation’ module (PS6002-40), eight further 20 credit modules
are offered at Level 6: ‘Neuropsychology’(PS6023-20), ‘Health Psychology’ (PS6005-20),
‘Individual Differences’ (PS6024-20), ‘Evolutionary Psychology’ (PS6016-20), ‘Peace &
Conflict’ (PS6018-20), ‘Criminological and Investigative Psychology’ (PS6017-20),
‘Counselling Psychology’ (PS6026-20) and ‘Abnormal Psychology’ (PS6012-20). For Single
Hons and Major students PS6002-40 is compulsory (and optional, subject to pre-requisites,
for Joint students). PS6024-20 is also compulsory for Single Hons students. Joint Hons
students take any combination of 60 credits from the above list, whereas minor psychology
students take any 40 credit combination. Major students take 80 credits at level 6.
You can view a full guide to the modules you have to study as part of your chosen pathway
in Appendix 2.
2.4 What can I combine with Psychology?
It is possible to bring together modules from one subject with modules from another to
produce a combined programme. Subjects are offered in a variety of combinations,
depending upon how many credits you take in a subject each year:
•
•
•
•
Single - 120 credits at levels four, five and six
Major - 80 credits at levels four, five and six
Joint - 60 credits at levels four, five and six
Minor - 40 credits at levels four, five and six
Depending upon the number of credits you achieve in Psychology and in the other combined
subject, your degree classification will be one of the following:
BSc Single Hons Psychology
BSc Major Psychology
BSc/BA Joint and Minor in Psychology
We have over 15 different combinations and you can choose from:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Biology*
Business and Management*
Cultural Studies
Dance
Drama Studies
Education*
English Literature
Geographic Information Systems
Geography
History
Media Communications
Music
Sociology*
Study of Religions
*The most popular combinations with Psychology
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3. Course Aims – What will you learn?
3.1 What is this programme designed to achieve?
This programme is designed to give you the opportunity to:
•
Produce a scientific understanding of the human mind, brain, behaviour, and
experience, and of the complex interactions between these.
•
Present multiple perspectives in a way that fosters critical evaluation, including a mix
of biological, cognitive, developmental, social, and personal perspectives.
•
Develop and assess the understanding of real life applications of theory to
experience and behaviour in both normality and in illness.
•
Develop and assess an understanding of the role of empirical evidence in the
creation and constraint of theory and also in how theory guides the collection and
interpretation of empirical data.
•
Acquisition, mastery and assessment of a range of research skills and methods,
both quantitative and qualitative, for investigating experience and behaviour,
culminating in an ability to conduct research independently.
•
Progress knowledge throughout the degree leading to an ability to appreciate and
critically evaluate advanced theory, research findings, and applications.
•
Develop an understanding of issues of employability and students’ future part to play
in the work force.
•
Develop basic skills of cv writing and presentation to potential employers.
3.2 What will you learn?
Knowledge of
•
•
Ability to apply multiple perspectives to psychological issues, recognising that
psychology involves a range of research methods, theories, evidence and
applications
Ability to identify and evaluate general patterns in behaviour, psychological
functioning and experience
Thinking skills
•
Employ evidence-based reasoning and to examine practical, theoretical and ethical
issues associated with the use of different methodologies, paradigms and methods of
analysis in psychology
7
•
•
•
Develop self-understanding of own skills/expertise and an awareness of employability
issues and how skills/expertise can be incorporated into the workforce
Generate and explore hypotheses and research questions
Integrate ideas and findings across the multiple perspectives in psychology and to
recognise distinctive psychological approaches to relevant issues
Subject-Based Practical skills
•
•
•
•
•
Carry out empirical studies involving a variety of methods of data collection, including
experiments, observation, psychometric tests, questionnaires, interviews,
ethnography and field studies
Analyse data using both quantitative and qualitative methods
Present and evaluate research findings
Carry out a piece of independent and extensive empirical research
Develop an understanding of psychometric skills
Skills for life and work (general skills)
•
•
•
•
•
•
•
The development of your own style of independent learning
The ability to communicate ideas and experiments to others and to debate relevant
issues
IT skills
Communication skills
Team work
Time management
Confidence
8
4. Learning environment
Learning is encouraged through participation in a wide variety of activities including lectures,
seminars, workshops, Minerva VLE materials and lectures from visiting academics.
Each module has a teaching programme spanning 26 teaching weeks. Usually the timetable
follows a regular pattern each week or fortnight but there will be exceptions so you need to
note any variations. Formal lecture, seminar and workshop contact gradually reduces each
year as you develop more independence and autonomy in your learning.
The Level 4 40 credit module (PS4001-40) has 4 hours formal contact per week, but you
should allow yourself an additional 15 hours each week for private study (student-centred
learning). In the case of the 20 credit Level 4 module (PS4002-20), there will be 2 hours of
formal contact each week.
At Level 5 for each 20 credit module students attend a 1 hour lecture every week and 2 hour
seminar every other week. In the case of the research methods module at level 5 there is a 1
hour lecture every week and a 2 hour workshop every week.
At level 6 each 20 credit module has a 1 hour lecture and a 2 hour seminar, both every other
week. The dissertation module (PS6002-40) has 1 hour of formal class contact per week for
the first term and regular one-to-one supervision sessions.
In addition to contact time, you should allow yourself time each week for private
study/student centred learning. Remember that a 20 credit module should take around 200
hours’ work, and a 40 credit module 400 hours. A relatively small proportion of this work time
will be face to face contact; the rest is down to you.
Lectures
These tend to be large group meetings in purpose built lecture theatres or seminar rooms for
smaller groups.
Seminars and Workshops
Seminars and workshops consist of smaller groups than lectures. They may take place in
non-specialist seminar rooms, specialist laboratories or workshops. Activities vary from
module to module and week to week. They provide an opportunity to discuss and clarify any
points that you are not sure about. You will normally be asked to do some preparatory work
prior to each seminar so that you can make a full and proper contribution, and get the
maximum benefit from it. In some cases seminars may be assessed.
Those modules with workshops often have more contact time with tutors than seminars; this
provides more opportunity to practice and develop your skills with specialist equipment and
software. Academic and technical staff will be on hand to help you develop the skills you
need.
Tutorials
If you have any questions, concerns or difficulties with any module the most important thing
to do is to speak to the relevant academic tutor. If it is urgent, an issue can usually be dealt
with immediately. However it is often better to make an appointment, so that you can
discuss things more fully.
Virtual Learning Environment (Minerva)
The University Virtual Learning Environment (VLE) is called Minerva and is based on a
commercial product called ‘Blackboard’. Minerva provides additional learning and teaching
9
resources and you should log in to Minerva each day. Each programme and module has its
own discrete area where you can, for example:
receive up-to-date information about your programme
find and download course materials – handbooks, lecture notes, directed study, etc.
access on-line resources
take formative assessments such as online tests and quizzes
submit electronic versions of coursework
have online conversations using discussion boards
This list is not comprehensive; we are always looking for new ways to use Minerva and
would value any suggestions you may have. Minerva modules have menus that are broadly
similar in order to ease navigation. However they will be tailored to suit the module’s needs.
Library and Information Services (LIS)
A central part of your studies, particularly your individual study time, will be working with the
resources offered by LIS. In addition to books and journals in the library itself, the e-library
offers a range of services such as on-line journals and a Psychology guide to web resources.
These services can be accessed from home. The importance of the library cannot be
emphasised too much; it is essential that you develop the skills to access information at an
early stage of your career at BSU.
LIS staff will be happy to help you, just ask at the enquiry desk.
Individual Study
In addition to teaching, you are expected to undertake individual study which may comprise:
directed study in preparation for seminars
directed study to augment the lectures and seminars
research and preparation for assignments
self directed time to pursue your own academic interests and research to
complement your studies
In some instances you may be asked to work in a team rather than individually.
In your first year, tutors provide you with clear guidance about what directed study you
should be doing but as you progress through your degree, you are expected to take
increasing responsibility for planning and managing your own learning.
10
5. Assessment
Students will be assessed using ‘formative’ and ‘summative’ assessment. Formative
assessment (does not count towards your module grade) will be incorporated across
modules and will be tailored to suit the demands of the module and in particular the
summative assessments (counts towards your module grade). For instance in the case of
the Level 6 module 'Criminological and Investigative Psychology', as part of a summative
assessment students are required to write a professional style case report from the
perspective of a psychology 'expert', based on a recent murder investigation carried out in
the UK. To supplement the outcome of this practice based learning, formative assessment
will be incorporated to enable students to acquire the skills necessary to accomplish this task
successfully.
Students are assessed by a combination of continuous assessment (coursework) and an
end of module examination. Such assessments include workbook completion, presentations,
posters, essays, and seen and unseen examinations. Included in the PS4001-40
assessment are: a seen or prepared essay, traditional essay writing, presentations based on
primary source published material, presentations based on different areas of the module and
workbook completion. Collaborative work is required for the presentation work.
The purpose of assessment is to determine whether or how well you have achieved the
learning outcomes of the module. Assessment also provides a means for you and your tutors
to monitor progress, which ultimately determines your degree classification. With each
assessment you will receive feedback and it’s important to take this on board in order to
learn and improve.
All written coursework must be word-processed. Unless told otherwise you should submit a
paper copy and an electronic copy of all coursework. Details are provided in module
handbooks/Minerva.
Assessment is carefully planned and submission dates are published well in advance in
order to help you plan your work (see Minerva). Each assessment item has a submission
date and a clear brief of what is expected from you; there are severe penalties if you miss
deadlines and you will lose marks if you stray too far from the brief.
Many modules have examinations, which may be either seen or unseen. A seen
examination means that you are given questions or topics before the examination. This
enables you to undertake research and prepare the answers prior to the examination. A
timed essay is a type of exam and taken under exam conditions. An unseen examination is
when you do not know what the questions will be. They will however relate to the learning
outcomes so you will have a good idea of the topics that are likely to be tested. Modules
with examinations provide the opportunity for formative assessment by making available past
exam papers and specimen questions that you can try.
Learning outcomes describe what you should be able to do; assessment criteria are used to
evaluate how well you have done it. For information on requirements for various grades,
please refer to the Guide to the Undergraduate Modular Scheme (provided by Student
Services).
11
6. Work experience/placement opportunities
Psychology students are not required to undertake formal work experience or placements as
part of their course programme. However students have the opportunity to engage in work,
relevant to their degree, outside of their studies.
As part of the careers service, Bath Spa University runs a 'JobShop' which helps
undergraduates find work experience that best aligns with their academic interests. More
information about this service can be found here:
http://www.bathspa.ac.uk/services/jobshop/info-students.asp and list of current job vacancies
can also be viewed herehttps://careerhub.bathspa.ac.uk/BrowseJobs.chpx.
The psychology team currently has links with external professional organisations such as
Avon and Somerset Police who encourage students to take part in their internal work
experience programmes and which can open the doors for graduate jobs in the sector.
In addition you have the opportunity to participate in the Erasmus Programme and study
abroad during your second year. For further information, please refer to the university
website or contact the School’s Erasmus rep, Dr Iain Haysom. In addition, for Psychology
students there’s an opportunity to take part in an exchange with The College of Charleston
(South Carolina) from late August until Christmas in year 2. There are no fees involved
(these are paid to Bath Spa), but students are required to fund their own travel and meal
packages while there. We have identified equivalent modules for any psychology student to
take while there, so to date have not excluded single honours students from this exchange. It
is a very beautiful place to study and gets good reviews. We like to keep 'students sent'
balanced with 'students received' as much as possible, which usually means about 2
students per year going there and the same coming here. There is no selection as such, so
in the past whoever has wanted to go gets to go. For further information, please contact your
tutor in the first instance.
For the academic year 2012/13 there will be two internship placements available at the Royal
United Hospital (RUH). Students will have the opportunity to gain applied research
experience in a clinical setting. More specifically, the two students would be involved in
exploring Patient and Family-Centred Care (PFCC) at the RUH. This project is jointly funded
by The King's Fund and The Health Foundation. These internships are designed for thirdyear students who hope to gain clinical and research experience for applications to postgraduate programmes or work in clinical or research settings after graduation. For further
information on the application process for this programme, please contact Dr Rebecca
McGuire-Snieckus r.mcguire-snieckus@bathspa.ac.uk
7. Project work
Students attain practice at carrying out their own research via the Research Methods
courses running in Levels 4 and 5. Here they learn about research design, methodology and
analysis through practical work and research report writing. It is therefore essential that their
level of understanding in this area meets the psychology benchmark requirements and level
of standard expected and required.
At Level 6 Psychology Single Honours and students Majoring in Psychology complete a
dissertation which involves independent research study (subject to pre-requisites Joint
students can also undertake a dissertation). Here students are expected to develop an idea
of interest within psychology and design a way of carrying out this idea. Once approved by
the ethics committee, students are encouraged to carry out their research guided by their
dissertation supervisor. The Dissertation module encourages students to conduct
12
independent study but also put their research skills developed throughout Levels 4 and 5 to
the test.
Annually there is the opportunity to present the best examples of undergraduate research at
the at either the South West Universities Consortium (SWUC) Psychology Conference or the
BPS (British Psychological Society) Annual Conference. This is done alongside students
from other universities, is a great addition to your CV, and very stimulating experience
(especially if you want to progress to Masters or PhD).
Some modules at Level 6 require students to investigate case studies (neuropsychology)
and serial killers using offender profiling technique (criminological and investigative
psychology). Both these assessments require the use of research skills and enable students
to conduct independent research study for their assessed assignments.
8. Careers
8.1 What do psychology graduates do?
Since psychology students acquire an extensive range of generic skills including
communication, numeracy, teamwork, critical thinking, computing, and independent learning,
they are well prepared for a wide range of careers. Moreover, many employers rate
psychology degrees highly because of the transferable ‘people’ skills gained by students on
such courses. These skills equip students to work effectively in various roles, for example,
the media, marketing, government agencies, health and social care organizations, teaching,
accountancy, and recruitment.
DHLE data
Every year, a survey is undertaken of graduate destinations 6 months after graduating (the
Destinations of Leavers from Higher Education (DHLE)). In the most recent survey
(2010/11), 74% of Psychology graduates responded to the survey. 97% of Psychology
graduates were in employment and/or studying, however only 31% were in graduate level
jobs. However 21% had gone on to further study and the median starting salaries of £16000
were above the BSU median. The relatively low level of graduate employment is something
that the Psychology team are working hard to address through employability sessions in core
modules and by facilitating placements with local organisations.
8.2 The British Psychological Society
The Single Hons BSc Psychology award is accredited by The British Psychological Society
(BPS) for Graduate Basis for Chartered Membership (GBC). The BPS is the “representative
body for psychology and psychologists in the UK” (BPS, 2008). It is responsible for the
“development, promotion and application of psychology for the public good, and promotes
the efficiency and usefulness of its members by maintaining a high standard of professional
education and knowledge” (ibid). The accreditation process forms a central platform for the
maintenance of standards of professional education. In order to qualify as a professional
psychologist, it is normal to attain a BPS accredited honours degree that confers GBC. This
is followed by three years of postgraduate study and supervised practice which, if completed
successfully, facilitates application by the individual for consideration for Chartered
Psychologist status in differing professional fields such as Clinical Psychology, Counselling
Psychology, Forensic Psychology, Sport Psychology.
13
If you wish to work as a professional psychologist you should ideally take the Single Hons
BSc award. However students on combined awards that later decide they would like to work
in the field of psychology can undertake a ‘top-up’ conversion course at another University to
boost their award to the level of a Single Hons BSc. Such a conversion course normally
involves one year’s full time post-graduate study. It should be noted however that only
around 20 per cent of psychology graduates take the professional psychology path following
graduation and that combined award students offer employers ‘two strings to their bow’.
It should also be noted that, in addition to undertaking an accredited course, in order to gain
Graduate Basis for Chartered Membership, a graduate must pass their final level dissertation
project and attain at least a lower second class Hons award (a 2ii) and that most
postgraduate courses ask for an upper second class Hons award (a 2i). Hence postgraduate study is quite competitive. Student membership of the BPS is, however, open to
anyone studying psychology.
For further information about careers options, please see Appendix 3.
9. Added value
Psychology offers students:
•
•
•
•
•
•
•
Extensive personal support from a friendly and caring staff.
A good mix of practical and theoretical education.
Experienced academic and technical staff dedicated to providing an excellent learning
environment.
Extensive support through our virtual learning environment (Minerva).
Links to professional bodies and learned societies.
Knowledge of specialist statistical packages developed (PASW, Excel)
Availability of careers advice and support.
In addition, the development of employment–related skills is incorporated into all psychology
modules at levels 4 and 5. The level 4 module (PS4001-40 Introduction to Psychology) is
compulsory for all students registered for psychology and the level 5 module (PS5002-40 –
Research Methods in Psychology (2)) is compulsory for single and major psychology
students and optional for those on combined courses. At level 4, students will be introduced,
at appropriate intervals, to a range of career and employment opportunities and issues
through regular, lecture and seminar sessions led by practicing psychologists and other
specialists, careers staff and BSU staff. During the year, students will also prepare a portfolio
of self-assessments and psychometric measures as recommended by the Higher Education
Academy (HEA) Psychology Network, including work-related interests, values, skills,
preferences and personal qualities, personal development planning and action planning. The
portfolio will contribute to the summative assessment for this module.
At level 5, students will continue to develop their subject-specific and generic knowledge and
skills identified by the HEA as intrinsic to psychology degree courses i.e. skills in research,
analysis, data and information handling, IT, team-working, problem-solving and reasoning
and interpersonal skills. For single honours students, PS5002-40 contributes to BPS
requirements for Graduate Basis for Registration giving them access to BPS accredited postgraduate training and the opportunity to gain Chartered Psychologist status. At this stage,
students will be up-dating and maintaining their employability portfolios.
At level 6, the dissertation (PS6002-40) will allow students to demonstrate their ability to
plan, carry out and report a major piece of independent work which, in many cases, will be
directly related to their career interests after graduation.
14
10. Teaching Quality Information
The National Student Survey data for 2011-12 showed that Psychology students rated their
experience very highly and as good if not better than student experience across the university as a
whole.
Table 3. NSS responses for Psychology 2011-12 compared with mean values for BSU
Psychology
(BSU mean)
%
Agree
The
teaching
on my
course
94
(86)
Assessment
and
feedback
86
(72)
Academic
support
81
(79)
Organisation
and
management
87
(76)
Learning
resources
78
(77)
Personal
development
83
(82)
Overall
Satisfaction
95
(83)
11. How we support you
The Psychology team and other colleagues in the university support your academic
development and provide pastoral care via:
•
•
•
•
•
•
•
Bookable one-to-one academic tutorials
Discussion based seminars
Computer based workshops
Materials posted on Minerva
Personal development and employability being embedded in modules at levels 4 and 5
The Study Skills/Writing and Learning Centre, which is available whether you have
difficulties with your studies or want to improve your grades to get a first
Bookable one-to-one personal tutorials, at which we can advise you or offer you other
professional help from Student Support Services
As part of the Personal Tutorial System, each student is allocated a Personal Tutor during
induction week at the beginning of the first year (Level 4). This tutor remains the student’s
personal tutor throughout the three years of their study (unless there are any problems then
a change of tutor can be arranged). If you need to see your personal tutor about issues that
are directly or indirectly affecting your ability to do your course, then please feel free to
contact them and arrange a tutorial.
The following sections provide an overview of services that you may need at some point.
Personal Development Planning (PDP)
The University’s PDP policy aims to:
•
provide you with the opportunity to undertake personal development planning through
all stages of your course;
•
encourage optimum take-up of the opportunity;
•
support reflective and pro-active learning;
•
support lifelong learning;
•
encourage working independently and interdependently;
•
articulate personal and professional goals and evaluate progress towards them;
•
equip you with the personal and academic skills and knowledge you will need to
enhance your employment prospects;
•
enhance pastoral support and personal tutoring systems.
15
Personal development planning is implicit throughout the employability strand of the
undergraduate programme. For example, in PS5002 there are dedicated sessions and
assessment focused on preparing for employment. There is a focus on both Psychchological
and transferable skills. Bath Spa Careers provides additional support.
Student Support Services (SSS)
Welfare and support
Our aim is to make every aspect of the programme accessible to all our students. If you feel
you are having problems with your studies you are strongly advised to seek advice as soon
as possible. This advice may come from your personal tutor, your seminar/module leader or
any number of people in the university who will be more than willing to help you. The Student
Support service, for instance, are particularly well placed to offer advice and support. The
difficulties you may have could be for a number of reasons, and they will be taken seriously.
Student Support Service can offer advice with practical, financial, personal and disability
issues. They are situated in the Student Support Centre, which is sited between Main House
and Corston on the Newton Park Drive. You can drop in between 10.00 am and 4.00 pm
weekdays, e-mail studentsupport@bathspa.ac.uk to make an appointment or call
(0122) 587 6543.
If you would like to talk to a member of staff in the School of Science, Society and
Management about a disability/accessibility issue you can contact one of the following tutors:
•
Esther Edwards: e.edwards@bathspa.ac.uk or phone
01225 875807,
•
Paulene Hudson: p.hudson@bathspa.ac.uk or phone
01225 875436,
•
Alison Lee: a.c.lee@bathspa.ac.uk or phone
01225 875726
The University has a team of specialists who aim to ensure that you receive appropriate
support:
•
Chaplaincy Service
•
Counselling Service
•
Disability Support
•
Medical Services
•
Welfare
•
Money advice
Student Writing and Learning Centre
The student writing and learning centre is a central resource which offers advice to help you
improve your learning and reach your full potential. Topics they can advise on include
following:
16
•
academic writing;
•
scholarship (referencing, transition to university, critical thinking);
•
independent learning (time management, learning styles);
•
oral presentation;
•
maths and numeracy;
•
reading and note-taking.
For more information or to book an appointment, visit the Writing and Learning Centre
Minerva site, contact us on wlc@bathspa.ac.uk, or call 01225 876268.
Bath Spa Careers Service
Bath Spa Careers Service offers free help and guidance, complementary to academic
awards, designed to help you acquire essential personal and professional skills whilst at
university and equip you with tools and techniques for life beyond university.
Bath Spa Careers Service helps you to acquire new skills and brush up on existing ones;
spice up your CV and self-promotion; improve your learning; stimulate new ideas and new
ways of thinking; enhance your employability; achieve your potential; network with employers
and industry experts.
Beyond your timetable, Bath Spa Careers Service brings together key areas of the University
with a programme of interactive workshops, seminars and presentations along with a host of
volunteering, work experience and networking opportunities to help you put your know-how
in to practice. What’s more, at the end of each year, you’ll receive a certificate confirming
your participation in the programme. Bath Spa Careers Service is located in the library or you
can go to their website for further information.
12. How we assure the quality of this programme
Before the programme started, the following was checked:
•
•
•
•
•
•
there would be enough qualified staff to teach the programme;
adequate resources would be in place (teaching spaces, laboratories, workshops and
seminar rooms, specialist equipment, library (books and journals), and ICT;
the overall aims and objectives were appropriate;
the content of the programme met the QAA’s Higher Education Framework Guidelines
and national benchmark requirements;
the programme met the BPS requirements;
the proposal met other internal quality criteria covering a range of issues such as
admissions policy, teaching, learning and assessment strategy and student support
mechanisms.
This is done through a process of programme approval which involves consulting academic
experts including some subject specialists from other institutions.
17
13. How we monitor the quality of this programme
The quality of this programme is monitored each year through evaluating:
•
•
•
external examiner reports (considering quality and standards);
statistical information (considering issues such as the pass rate);
student feedback (through module evaluation, National Student Survey (NSS) and staffstudent liaison meetings)
Drawing on this and other information programme teams undertake annual monitoring, which
in turn is monitored by the University’s Academic Quality and Standards Committee. The
monitoring report reviews progress on the previous year’s action plan, a risk analysis, and
performance in relation to Key Performance Indicators.
Once every six years an in-depth review of the whole area is undertaken by a panel that
includes at least two external subject specialists. The panel considers documents, looks at
student work, speaks to current and former students and speaks to staff before drawing its
conclusions. The result is a report highlighting good practice and identifying areas where
action is needed.
14. The role of the programme committee
This programme has a programme committee comprising all relevant teaching staff, student
representatives and others who make a contribution towards the effective operation of the
programme (e.g. library/technician staff). The committee has responsibilities for the quality of
the programme. The programme committee plays a critical role in the University's quality
assurance procedures.
15. The role of external examiners
The standard of this programme is monitored by two external examiners, which is a BPS
requirement. External examiners have two primary responsibilities. One primary function is
to assure Academic Board that the standards of Bath Spa University (BSU) marks and
awards are consistent with those in similar subjects in other universities. In addition, through
reviewing exam questions and samples of work, and by attending the Psychology
Examination Board they ensure that justice is done to individual students.
Each external examiner is required to produce an annual report to Academic Office. After
scrutiny the report is then sent to the Subject Leader with the requirement that they write a
brief letter of response to the external examiner. This letter is copied to the Academic Office.
Specifically, Subject/Programme Leaders are invited to include in their response:
•
•
•
any remarks or observations on the comments made by the examiner
any proposed action that will be taken in response to the examiner’s comment
the date by which the action will be taken and the person responsible.
External examiners reports are discussed at Course Committee and School Boards.
The current external examiners for Psychology are Dr. Sanjay Jobanputra of the University
of Westminster and Dr. Julia Townsend of the University of West London.
18
16. Listening to the views of students
Psychology is keen to improve the quality of its programmes. A key indicator of how well we
are doing and where we can improve is the views of our students. In addition to informal
feedback, the following formal mechanisms for gaining student feedback are used:
•
•
•
Module evaluations
Student representation on programme committees (meeting each semester)
Personal tutor, module leader
Students are notified of the action taken through:
•
•
•
•
Student representation on staff-student liaison meeting leads to feedback
Subject briefing meetings twice a year
Staff-Student minutes are available on request
Module-specific feedback via module handbooks
17. Listening to the views of others
The Psychology programme does not operate in isolation and it draws upon a variety of
internal and external advisors (e.g. professional bodies) for advice and support in the design
and operation of its courses. The following methods are used for gaining the views of other
interested parties:
•
•
•
Feedback from former students
Employer/PSRB liaison committee
BPS accreditation committee
18. Student Prizes
At the end of the academic year, we award a number of prizes to students in order to
recognise achievements both in academic success and to reward effort and excellence not
otherwise captured through their degree programme. These prizes are awarded to students
(in addition to formal academic awards) in recognition of their wider achievements whilst at
University. Prizes specific to Psychology are:
•
The Psychology Dissertation prize, and
•
The British Psychology Society Graduate Award
Further details (awarding criteria, eligibility etc) can be sought from the Subject Leader.
19. Regulations, Policies and Guidance
The following regulations, policies and guidance are particularly relevant to you and your
course. You should familiarise yourself with them.
19.01 Undergraduate Modular Scheme (UGMS) Regulations
These provide the overall framework for your course and address everything from
programme format, to module choices and assessment. This link takes you to the Guide to
19
the UGMS: http://www.bathspa.ac.uk/services/student-services/current-students/yourcourse/guide-for-students-course-of-study/default.asp.
19.02 University policy statement on anonymous marking
The university supports anonymous marking (as a measure to ensure fair play (to avoid
favouritism as well as discrimination). Please see the Assessment Guide for information on
this issue.
19.03 University policy statement on plagiarism/unfair practice
This link takes you to the university’s policy on this issue. Unacceptable academic practice,
particularly in assessment, is known as Unfair Practice. Unfair Practice may take a variety of
forms but the most common are:
•
cheating in formal examinations, and
•
the plagiarism of coursework.
To make sure you do not commit unfair practice/plagiarism please read the guidance
carefully
19.04 University statement on referencing protocols
In Psychology, it is recommended that the Harvard Referencing System is applied. Guidance
on the use of Harvard at Bath Spa is available here
20
20. Equal Opportunities Statement
We want to ensure that your needs are met. If you require this information in any other
format, please contact:
Student Support Services
Tel: 01225 876215
Email: Studentsupport@bathspa.ac.uk
Bath Spa University welcomes diversity amongst its students, staff and visitors, recognising
the contributions that can be made by individuals from a wide range of backgrounds and
experiences.
Our aim is that all staff and students, both existing and potential, should receive equal and
fair treatment in all aspects of University life. The University seeks to ensure that a suitable
working and studying environment is provided which is free from discrimination and where all
members of the University community are treated with dignity and respect, and are valued as
individuals.
This handbook is designed to provide you with a central point of reference, containing
detailed information concerning your course. We want to ensure that the needs of all
students are met in every aspect of every course that we offer. A key way in which we
ensure this is to monitor student feedback on each academic module undertaken. The
results of this provide us with essential information on our progress to ensuring equality of
access and opportunity for all students.
Should you have any concerns at any time regarding your course, any of the information
contained within this Handbook, or any other aspect of University life, you should discuss this
in the first instance with the Subject Leader for Psychology, who will assist you in identifying
the types of support available to you. Examples of these types of support are:•
Arranging appropriate teaching and examination arrangements;
•
Assisting with the provision of scribes, readers, note takers or interpreters;
•
Assisting you with applications for financial assistance;
•
Assisting you with any concerns you may have regarding any work experience you
may undertake;
•
Helping you to identify technology and other support appropriate to individual needs;
•
Advising on study and arranging loan of equipment;
•
Liaising with members of academic staff in relation to access to the curricula.
There are also a range of support mechanisms offered by Bath Spa University, such as
Student Welfare Services and Careers Advice. Details of how to access these services can
be found at: http://www.bathspa.ac.uk/services/student-services/current-students/studentsupport-service/default.asp
21
Appendix 1. Staff in Psychology
The Bath Spa psychology team has developed a strong reputation both in teaching and in
research. With regard to research, in the national Research Assessment Exercise (RAE)
conducted in 2008, 70% of the research submitted was judged to be at the level of
‘international recognition’ or of ‘international excellence’. In relation to teaching, in addition
for positive feedback from our external examiners, psychology at Bath Spa gained a score of
95% for overall satisfaction with teaching in the National Student Survey in 2012.
The following staff can be found in the Stanton (SN), Corston (CN) and Twinhoe (TE)
buildings:
Mike Cardwell BSc (Aston) PGCE (London) MEd (Bristol)
(SN101 ext. 5497, m.cardwell@bathspa.ac.uk)
Laura Calufield (Subject Leader from December 2012).
BSc (Aston) PGCert HE (Birmingham City) PhD (Loughborough)
(SN104 ext. 5853, l.caulfield@bathspa.ac.uk)
Tim Dixon BSc PhD
(SN105 , t.dixon@bathspa.ac.uk )
Pete Etchells BSc (Bristol) MSc (Bristol) PhD (Bristol)
(SN105 ext. , p.etchells@bathspa.ac.uk)
Gordon Ingram BSc (Oxford ), MSc (Manchester) PhD (Queen’s University Belfast )
(SN105 ext. 5714 g.ingram@bathspa.ac.uk)
Rob Irwin BA (Kent) MSc (Bath Spa) PhD (UWE)
(SNG07 ext. 6539, r.irwin@bathspa.ac.uk)
Rebecca McGuire-Snieckus BA (McGill) MSc (LSE), PhD (London) C. Psychol.
(SN105 ex 6112, R.McGuire-Sniekus@bathspa.ac.uk)
Alison Lee BSc (London) PhD (Bristol)
(SNG07 ext. 5726, a.c.lee@bathspa.ac.uk)
Gerry Markopoulos BSc (Keele) MSc (Bristol) PhD (Keele)
(SN105 ext. 5721 g.markopoulos@bathspa.ac.uk)
Diane Stevens BSc. (Southampton), PGCTLHE (Southampton Solent University, PhD
(Southampton), C. Psychol. SN105 ext 6270 d.stevens@bathspa.ac.uk)
Alison Wadeley BSc (Exeter) PGCE (Leicester) MPhil (Exeter)
(SN101 ext. 5793, a.wadeley@bathspa.ac.uk)
Nicola Weston BSc (Plymouth) MSc (Plymouth) PhD (Plymouth)
(SNG07 ext. 6350, n.weston@bathspa.ac.uk)
Elaine Wainwright BSc PhD (pending)
(SN105, e.wainwright@bathspa.ac.uk )
David Watson (Acting Subject Leader). BSc (Manchester), PhD (Liverpool),
TE.1.08 ext. 5755 d.watson@bathspa.ac.uk
Teaching staff at the Wessex Partnership (Level 4 PS4001 & PS4002 only)
New College Swindon:
Martha Ramsden BSc (Psych) MSc (Psych) PGCE m.ramsden@newcollege.ac.uk
Jason Bush BSc (UWE) MSc (UWE) PGCE (Greenwich) –
jason.bush@newcollege.ac.uk
22
Staff profiles
Mike Cardwell
Mike Cardwell is a Senior Lecturer in psychology. His specialist area is Social Psychology
with a particular interest in the Social Psychology of Peace and Conflict. He is a widely
published author and editor, having written over 20 textbooks in psychology, and for ten
years was Chief Examiner for A Level Psychology. Mike has spoken at over 100 student
conferences, where he lectures on social psychology, ethics and on improving examination
performance. He is also an editor of the journal of Psychology Review.
Academic and Professional Qualifications:
1973 - BSc. (Hons) Behavioural Science (University of Aston)
1975 – Postgraduate Certificate in Education – Further Education/Psychology specialism
(University of London)
1980 – M.Ed. – Educational Psychology (University of Bristol)
Teaching Specialism:
Social Psychology
Peace and Conflict
Research/Scholarly interests:
Peace and Conflict Psychology
Ethics
Introductory Psychology
Key Publications:
Cardwell, M.C. (2011). Aggression. London: Collins.
Cardwell, M.C. (2010). The A-Z Psychology Handbook (4th Ed.) London: Hodder and
Stoughton.
Cardwell, M.C. and Flanagan, C.L. (2010). Psychology AS: The Visual Companion. Oxford:
Oxford University Press.
Cardwell, M.C. and Flanagan, C.L. (2009). Psychology A2: The Complete Companion (2nd
Ed.). Oxford: Oxford University Press.
Cardwell, M.C., Clark, E., Meldrum, C. and Wadeley, A. (2009). Psychology for A2 Level (4th
Ed.). London: Collins.
Cardwell, M.C., Clark, E., Meldrum, C. and Wadeley, A. (2008). Psychology for AS Level (4th
Ed.). London: Collins.
Cardwell, M.C. and Flanagan, C.L. (2008). Psychology AS: The Complete Companion.
Oxford: Oxford University Press.
23
Dr Laura Caulfield
Laura is the Subject Leader for Psychology and Head of Research and Consultancy in the
School of Science, Society and Management. Her teaching and research interests centre
around forensic psychology and criminal justice and she is currently Principal Investigator on
the ESRC seminar series ‘Enrichment activities? Arts, creativity and spirituality in criminal
justice systems'. Laura leads a number of research projects around the role of non-traditional
programmes with offenders, publishes widely in academic and professional arenas, and
serves on the editorial boards of a number of academic journals.
Academic and Professional Qualifications:
2003 BSc Psychology and Sociology with Professional Training (Aston University)
2008 Postgraduate Certificate (Higher Education) (Birmingham City University)
2012 PhD Psychology (Loughborough University)
Teaching Specialisms:
Forensic Psychology
Research Methods
Research/Scholarly interests:
Evaluating interventions for offenders
Female offenders
Mentally disordered offenders
Key Publications (2012):
Caulfield, L.S., & Twort, H. (in press, 2012). Implementing change: Staff experiences
of changes to prison mental healthcare in England and Wales. International Journal
of Prisoner Health, 8.
Caulfield, L.S. & Wilson, D. (in press, 2012). The role of the Arts as an intervention
with offenders in prison. In P. Jones (Ed.) Interventions in Criminal Justice: A
handbook for counsellors and therapists working in the criminal justice
system. Brighton: Pavillion Publishing.
Henley, J., Caulfield, L.S., Wilson, D., & Wilkinson, D.J. (2012). Good Vibrations:
Positive change through social music-making. Music Education Research, IFirst
article, 1-22.
Kumari, N., Caulfield, L.S. & Newberry, M. (2012). The experiences of women
working in a therapeutic community prison. Prison Service Journal, 201, 7-11.
Newberry, M., Williams, N., Caulfield, L.S. (in press). Aggression in Females: Does
Alcohol Consumption Make a Difference? Aggressive Behaviors.
Dr Tim Dixon
Tim is a Part Time Lecturer in Psychology, having taught at Bath Spa University (Introduction
to Psychology; Developmental Psychology) and University of Bristol (Psychological
Experiments) in previous years. He has wide-ranging academic interests which are reflected
in his varied background, from computer-mediated communication, through to applied
psychology and human decision making. He has also spent time teaching English in
Barcelona, and is a socio-economic research consultant on the side!
24
Academic and Professional Qualifications:
BSc (Hons) Experimental Psychology
PhD Human Factors and Applied Vision
Teaching Specialisms:
Introduction to Psychology
Developmental Psychology
Research/Scholarly Interests:
Applied Vision
Human-Computer Interaction
Decision Making
Behavioural Economics
Key Publications:
Dixon, T.D., Nikolov, S.G., Lewis, J.J., Li, J., Canga, E.F., Noyes, J.M., Troscianko, T., Bull,
D.R., & Canagarajah, C.N. (2010). Task-based scanpath assessment of multi-sensor video
fusion in complex scenarios, Information Fusion 11 (1), 51-65
Mourkoussis, N., Rivera, F.M., Trosianko, T., Dixon, T., Hawkes, R., Mania, K. (2010)
Quantifying fidelity for virtual environment simulations employing memory schema
assumptions. ACM Transactions on Applied Perception, 8 (1), 2
Dixon, T.D., Nikolov, S.G., Lewis, J.J., Li, J., Canga, E.F., Noyes, J.M., Troscianko, T., Bull,
D.R., & Canagarajah, C.N (2007). Assessment of fused videos using scanpaths: a
comparison of data analysis methods. Spatial Vision 20 (5), 437-466.
Dixon, T.D., Canga E.F., Nikolov, S.G., Troscianko, T., Noyes, J.M., Canagarajah, C.N., &
Bull, D.R. (2007). Selection of image fusion quality measures: objective, subjective, and
metric assessment Journal of the Optical Society of America A, 24 (12), B125-B135
Dixon, T.D., Canga E.F., Noyes, J.M., Troscianko, T., Nikolov, S.G., Bull, D.R., &
Canagarajah, C.N. (2006). Methods for the assessment of fused images. ACM Transactions
on Applied Perception, 3 (3), 309-332.
Dixon, T.D., Canga E.F., Nikolov, S.G., Troscianko, T., Noyes, J.M., Bull, D.R., &
Canagarajah, C.N. (2006). Quality assessment of false colored fused displays. Journal of
the Society for Information Display, 14, 883.
Dr. Peter Etchells
Peter Etchells is a lecturer in biological psychology. His teaching and research interests lie in
understanding the biological basis of behaviour, and how the human visual system
(particularly the eye movement system) works. He is also interested in the social perception
of walking movements, and the impact of sub-clinical anxiety upon various behaviours. Prior
to joining Bath Spa, Peter worked as a post-doctoral research assistant in the Bristol Vision
25
Institute Movement Laboratory in Bristol. He is also currently a science writer for the Nature
Network.
Academic and Professional Qualifications:
2006 - B.Sc.(Hons) Psychology (Bristol)
2008 - M.Sc. Research Methods in Psychology (Bristol)
2011 - Ph.D. Psychology (Bristol)
Teaching Specialism:
Biological Psychology
Research/Scholarly interests:
Motion perception and eye movements
Vision and motion capture
Anxiety and mood
Key Publications:
Howell, E.C., Etchells, P.J. and Penton-Voak, I.S. (2012). The sexual overperception bias is
associated with sociosexuality. Personality and Individual Differences, in press. DOI:
10.1016/j.paid.2012.07.024
Etchells, P.J., Benton, C.P., Ludwig, C.J.H. and Gilchrist, I.D. (2011). Testing a simplified
method for measuring velocity integration in saccades using a manipulation of target
contrast, Frontiers in Psychology, 2, 1-10.
Etchells, P.J., Benton, C.P., Ludwig, C.J.H. and Gilchrist, I.D. (2010).The target velocity
integration function for saccades, Journal of Vision, 10, 1-14.
Benton, C.P., Etchells, P.J., Porter, G., Clark, A.P., Penton-Voak, I.S. and Nikolov, S.G.
(2007) Turning the other cheek: the viewpoint dependence of facial expression after-effects,
Proceedings of the Royal Society B: Biological Sciences, 274 (1622), 2131-2137.
Dr. Gordon Ingram
Gordon is a Lecturer in Psychology. His research interests cover various aspects of
childrens’ social cognition and behaviour from cross-cultural and evolutionary perspectives.
Prior to joining Bath Spa he worked at the University of Bath on an EU-funded project to
develop an educational computer game for improving children’s conflict resolution skills.
Previously he worked for seven years in the software industry.
Academic and Professional Qualifications:
1997 BA (Hons) Archaeology & Anthropology (University of Oxford)
1998 MSc Cognitive Science (University of Manchester)
2009 PhD Cognition & Culture (Queen’s University Belfast)
Teaching Specialism:
Developmental Psychology
Evolutionary Psychology
Research/Scholarly interests:
Evolutionary developmental psychology
26
Conflict and cooperation among children
Social and emotional learning
Anthropology of childhood
Key Publications:
Ingram, G. P. D., & Bering, J. M. (2010). Children’s tattling: The reporting of everyday norm
violations in preschool settings. Child Development, 81, 945-957.
Ingram, G. P. D., Campos, J., Hondrou, C., Vasalou, A., Martinho, C., & Joinson, A. N. (in
press). Applying evolutionary psychology to a serious game about children’s interpersonal
conflict. Evolutionary Psychology, forthcoming special issue on Evolutionary psychology in
the modern world: Applications, perspectives, and strategies.
Ingram, G. P. D., Piazza, J. R., & Bering, J. M. (2009). The adaptive problem of absent thirdparty punishment. In H. Høgh-Olesen, P. Bertelsen, & J. Tønnesvang (Eds.), Human
characteristics: Evolutionary perspectives on human mind and kind (pp. 205–229).
Newcastle-upon-Tyne, England: Cambridge Scholars.
Khaled, R., & Ingram, G. P. D. (2012). Tales from the front lines of a large-scale serious
game project.CHI '12: Proceedings of the 2012 ACM Annual Conference on Human Factors
in Computing Systems,Austin, TX.
Piazza, J. R., Bering, J. M., & Ingram, G. P. D. (2011). “Princess Alice is watching you”:
Children’s belief in an invisible person inhibits cheating. Journal of Experimental Child
Psychology, 109, 311-320.
Dr Robert Irwin
Rob Irwin is a Senior Lecturer in Psychology. He teaches on both the undergraduate
programme and the MSc Principles of Applied Neuropsychology.
Academic and Professional Qualifications:
1987
BA (Hons) Social Psychology (University of Kent at Canterbury)
1996
MSc Health Promotion (Bath College of Higher Education)
2007
PhD (University of the West of England)
2009 Postgraduate Certificate in Professional Learning (Higher Education Learning and
Teaching) (Bath Spa University)
Teaching Specialism:
Abnormal Psychology
Counselling Psychology
Applied Psychology
Qualitative Research Methods
Research/Scholarly interests:
Applied Psychology
The history of Psychology
27
Key Publications
Irwin, R. (2011) Recalling the early years of psychosexual nursing. Oral History, 39(1),
43-52.
Irwin, R. (2009). ‘To try and find out what is being done to whom, by whom and with what
results’: the creation of psychosexual counselling policy in England, 1972-1979. Twentieth
Century British History, 20(2), 173-197.
Daykin, N., Irwin, R., Kimberlee, R. et al., (2009). Alcohol, young people and the media: a
study of radio output in six radio stations in England. Journal of Public Health, 1-8 (online),
DOI: 10.1093/pubmed/fdn14.
Irwin, R. (2008). Introduction to the virtual issue on sexual health. Critical Public Health, 1-5
(online), DOI: 10.1080/09581590701716233.
Irwin, R. (2007). Psychosexual Therapy: A review of the evidence-base. London: The British
Association for Sexual and Relationship Therapy.
Dr Alison Lee
Alison Lee is a neuropsychologist with a primary interest in movement disorders, particularly
Parkinson’s disease. She is Course Director for the MSc Principles of Applied Psychology.
She has worked in neuropsychology labs in the USA, as well as more locally in the West
Country. Alison is currently writing a textbook for psychopathology. She is adamantly lefthanded.
Academic and Professional Qualifications:
1987 BSc (Hons) Psychology (University of London, Goldsmith’s College)
1993 PhD Neuropsychology (University of Bristol)
Member of: British Neurological Association
European Neurological Association
American Psychological Association (international affiliate)
International Society of Behavioural Neuroscience
Teaching Specialism:
Neuropsychology and abnormal psychology
Research/Scholarly interests:
Parkinson’s Disease, visuospatial problems, neuropsychological rehabilitation
Key Publications:
Davidsdottir, S., Cronin-Golomb, A., and Lee, A. (2005). Visual and spatial symptoms in
Parkinson's disease. Vision Research 45, 10, 1285-1296
Harris, J.P., Atkinson, E.A., Lee, A.C., Nithi, K. and Fowler, M.S. (2003). Hemispace
differences in the visual perception of size in left hemiParkinson’s disease. Neuropsychologia
41, (7) 795-807
28
Barnes, J., Boubert, L., Harris, J., Lee, A. and David, A. (2003). Reality monitoring and visual
hallucinations in Parkinson's disease. Neuropsychologia 41, (5) 565-574
Lee, A.C., Harris, J.P., Atkinson, E.A., Nithi, K. & Fowler, M.S. (2002). Dopamine and the
representation of the upper visual field: evidence from vertical bisection errors in unilateral
Parkinson’s disease. Neuropsychologia, 40, 2023-2029
Lee, A.C. & Harris, J.P. (2001). Evidence from a line bisection task for visuospatial neglect in
Parkinson's disease. Vision Research 41, 2677-2686
Lee, A.C. & Harris, J.P., (2001). Disruption of estimation of aperture width in left hemi Parkinson's disease. Neuropsychologia 39, 1097-1104
Dr Gerry Markopoulos
Gerry Markopoulos is a senior lecturer in psychology. His primary interest is in the cognitive
psychology of memory focusing on the relationship between encoding and retrieval processes. He
teaches Cognitive Psychology at Level 5 and contributes teaching to other modules. Previously,
Gerry has conducted neuroimaging research at the Otto-von-Guericke University in Germany, and
taught psychology at a number of higher education institutions in Greece. Gerry has published
articles at academic journals, co-authored book chapters, and presented his research at several
national and international conferences.
Academic and professional qualifications:
1998 BSc (Joint Hons) Psychology Sociology and Social Anthropology (University of Keele)
2000 MSc Research Methods in Psychology (University of Bristol)
2006 PhD (University of Keele)
Teaching specialism:
Cognitive Psychology
Quantitative Research Methods and Statistics
Cognitive Neuropsychology
Research/Scholarly interests:
Environmental context-dependent memory
Memory recognition processes
Key publications:
Rutherford, A., Markopoulos, G., Bruno, D. & van den Bos, M. (2012). Long-Term Memory:
Encoding to retrieval. In N. Braisby & A. Gellatly (eds.), Cognitive Psychology. 2nd edition (pp. 229265). Oxford: Oxford University Press.
Markopoulos, G., Rutherford, A., Cairns, C. & Green, J. (2010). Encoding instructions and stimulus
presentation in local environmental context dependent memory studies. Memory, 18, 610-624.
Richardson-Klavehn, A., Magno, E., Markopoulos, G., Sweeney-Reed, C.M. & Wimber, M. (2009).
On the intimate relationship between neurobiology and function in the theoretical analysis of human
29
learning and memory. In F. Roesler, C. Ranganath, Röder, B. & Kluwe, R.H. (eds.), Neuroimaging
of Human Memory:Linking cognitive process to neural systems. (pp. 127-166). Oxford University
Press.
Wimber, M., Bäuml, K.-H., Bergström, Z., Markopoulos, G., Heinze, H.-J. & Richardson-Klavehn,
A. (2008). Neural markers of inhibition in human memory retrieval. The Journal of Neuroscience, 28,
13419-13427.
Dr. Rebecca McGuire-Snieckus
Rebecca McGuire-Snieckus is a lecturer in psychology in the School of Science, Society and
Management. Her teaching and research interests lie in research methods and introductory
psychology. She has published articles based on her PhD thesis in which she studied the
therapeutic relationship in community mental health care. Rebecca also consults in business
settings and contributes regularly to Psychologies Magazine.
Academic and Professional Qualifications:
BA Psychology, McGill University, Montreal, Canada
MSc Social and Organisational Psychology (Graduated with Distinction), London School of
Economics
PhD Psychology, St Bartholomew’s and the Royal London School of Medicine, Queen Mary,
University of London
Chartered Psychologist with the British Psychological Society (BPS)
Member of the Royal Society of Medicine (RSM)
Teaching Specialisms:
Introductory Psychology
Research Methods
Health Psychology
Research/Scholarly interests:
Scale construction
Psychometric assessment
Key Publications:
McGuire-Snieckus, R., McCabe, R, Catty, J., Hansson, L., and Priebe, S. (2007). A new
scale to assess the therapeutic relationship in community mental health care: STAR.
Psychological Medicine, 37, 85-95.
McGuire-Snieckus, R., McCabe, R, and Priebe, S. (2003). Patient, client or service user? A
survey of patient preferences of dress and address of six mental health professions . The
Psychiatrist, 27: 305-308.
30
McGuire, R., McCabe, R, and Priebe, S. (2001). Theoretical frameworks for understanding
and investigating the therapeutic relationship in psychiatry. Social Psychiatry and Psychiatric
Epidemiology, 11, 557-564.
Dr. Diane Stevens
Diane Stevens is a senior lecturer in Psychology. Her teaching interests lie in health
psychology and individual differences, and her research is mainly centred around sexual
health issues and the discursive production of identity.
Academic and Professional Qualifications:
1991 B.Sc. Psychology (Southampton)
2004 PhD Psychology (Southampton)
2004 PGCTHLE (HE) (Solent University)
Chartered Psychologist with the BPS
Teaching Specialism:
Psychology of Health
Individual Differences
Research/Scholarly interests:
Health Education, Social Constructionism and Pedagogy of Learning
Key Publications:
Elander, J., Harrington, K., Norton, L., Robinson, H., Reddy, P. & Stevens, D. (2004). Core
assessment criteria and their implications for supporting student learning. In C. Rust (Ed.)
Improving Student Learning, 11, Theory, research and Scholarship, Oxford Centre for Staff
and Learning Development.
Elander, J, Harrington, K., Norton, L., Robinson, H. & Stevens, D. (2003). What type of
learning do essay writing assessment criteria represent? Paper presented at the ISL
conference, Leicester, September 2003.
Vanwesenbeeck, I., van Zessen, G., Ingham, R., Jaramazovich, E. & Stevens, D. (1999).
Factors and Processes in Heterosexual Risks: An integrated review of the evidence.
Psychology and Health, 14, 25-50.
Ingham, R., Jaramazovich, E. & Stevens, D. (1997). Constraints in the devlopemnt of sexual
health Alliances. In P. Aggleton & P. Davies (Eds.) AIDS: Activism and Alliances. London:
Taylor & Francis.
Ingham, R., Jaramazovich, E., Stevens, D., Vanwesenbeek, I. & van Zessen, G. (1996).
Sexual conduct in the UK and the Netherlands: Some preliminary data. Paper presented at
the Annual Conference of the British Society for Population Studies, St. Andrews,
September, 1996.
31
Harris, S., Walton, S., Stevens, D. & Adlard, J. (2004). Treatment Outcomes of Prolific Drug
Using Offenders in Portsmouth. Report commissioned by Hampshire Constabulary for the
Portsmouth Crime, Disorder and Reduction Partnership.
Mrs Alison Wadeley
Alison Wadeley is senior lecturer in psychology. Her teaching interests lie in research
methods and statistics and she is currently engaged in post-graduate research into the
effects of naturally occurring sleep fragmentation on everyday cognitive functioning. She has
published a large number of articles on general psychology for GCSE, A-level and
undergraduate students and is a commissioning editor for the journal ‘Psychology Review’.
She worked for a major examining board for many years during which time she was chief
coursework examiner and, subsequently, moderator for the largest entry A-level specification
in the country.
Academic and Professional Qualifications:
1977
BSc (hons) Psychology (University of Exeter)
1978
PGCE (University of Leicester)
1986
MPhil ‘Adolescent health decisions’ (University of Exeter)
Graduate member of the BPS
Member of the Association for Teaching Psychology
Teaching Specialism:
Research Methods and Statistics
Applied Psychology
Research/Scholarly interests:
Research Methods and Statistics
The effects of naturally occurring sleep fragmentation on everyday cognitive functioning (for
PhD).
Key Publications:
Cardwell, M. C., Clark, E., Meldrum, C. and Wadeley, A. (Eds.) (2009). Psychology for A
Level. (4th ed.) London: Harper Collins.
Wadeley, A. (2009). Data Analysis and Reporting on Investigations. In M. C Cardwell, E.
Clark, C. Meldrum and A. Wadeley (Eds.) Psychology for A Level. (4th ed.) London: Harper
Collins.
Wadeley, A. (2009). Designing Psychological Investigations. In M. C Cardwell, E. Clark, C.
Meldrum and A. Wadeley (Eds.) Psychology for A Level. (4th ed.) London: Harper Collins.
Wadeley, A. (2009) Eclectic approaches in theory and practice. Psychology Review, 14 (4)
5-7.
Wadeley, A., Birch, A. and Malim, A. (1997). Perspectives in Psychology, 2nd ed. London:
Macmillan.
32
McIlveen, R., Higgins, L., Wadeley, A. and Humphreys, P. (1992). The BPS Manual of
Psychology Practicals: Observation, correlation and experiment. Leicester: The British
Psychological Society.
Dr. Nicola Weston
Nicola Weston is a Lecturer in Psychology. Her teaching and research activities primarily lie
in cognitive and criminological psychology but she also has an interest in food and nutrition.
Nicola has carried out research for universities such as Plymouth, Cardiff and UWE before
joining Bath Spa but has also worked collaboratively with police forces across England and
Wales to aid the delivery of evidence-based policing. Nicola has a number of publications
spanning both academic journal articles/book chapters and public service reports.
Academic and Professional Qualifications:
2001 BSc Psychology
2003 MSc Psychological Research Methods
2006 PhD Cognitive processing of faces
Teaching Specialism:
Research Methods
Applied Cognitive Psychology
Research/Scholarly interests:
Psychology and the Police
Psychology and the criminal justice system
Psychology of food choice
Key Publications:
Weston, N.J & Innes, M. (2010). Terrorism. Handbook of Crime
Weston, N.J. (2010). Reassurance Policing. Encyclopedia of Victimisation and Crime
Prevention.
Weston, N.J. & Innes, M (2009) Business Policing Model. Work commissioned by the City
of London Police, Metropolitan Police and London First.
Newell, B.R., Weston, N.J., Tunney, R.J. & Shanks, D.R. (2008). The effectiveness of
feedback in multiple-cue probability learning. Quarterly Journal of Experimental
Psychology, Vol 62 (5), 890-908.
Perfect, T.J., Weston, N.J. Dennis, I. & Snell, A. (2008). The effects of Navon-induced
processing bias on face recognition: precedence matters. Quarterly Journal of
Experimental Psychology, Vol 61 (10), 1479-1486.
Weston, N.J., Perfect, T.J., Schooler, J.W. & Dennis, I. (2008). Verbal Overshadowing:
Investigating a processing bias account. European Journal of Cognitive Psychology,
20 (3), 587-611.
33
Appendix 2. Module Outlines
Level 4 Modules
PS4001-40 MODULE DESCRIPTOR
Code
PS4001-40
Title
Introduction to Psychology
Subject area
Psychology
Pathway
All routes through Psychology
Level
Level 4 (Year 1)
Credits
40
Contact time
104 hours
Pre-requisites
None
Acceptable for
All routes through Psychology
Excluded combinations
Electives
Core/Optional
Core
Module Co-ordinator
Dr Diane Stevens
Description & Aims
This module aims to provide students with a comprehensive introduction to psychology. The module will be formed
from the major demarcations within the subject as defined by the BPS, and will include sessions on employability.
The module’s objectives are:
1.
2.
3.
4.
To introduce students to the major components of psychology as described by the British Psychological
Society.
To place psychology in context and describe it clearly in its role as a science of behaviour.
To provide a suitable basis for progression to modules in year two.
To provide and develop a perspective of the workplace and how aspects of psychology are factors in their
employability.
Outline Syllabus & Teaching & Learning Methods
Outline Syllabus
The syllabus will be split into 8 Subtopics as follows.
1.
2.
3.
4.
5.
6.
7.
8.
Introduction, historical and conceptual perspectives
Studying behaviour scientifically
Developmental Psychology
Cognitive psychology
Social Psychology
Biological Psychology
Individual Differences and Abnormal psychology
Being a psychologist – employability
Introduction: The course will be outlined and placed in context.
Historical and Conceptual Perspectives: The history of psychology, from philosophical routes, through to modern
psychology will be described and discussed. The psychodynamic, behaviourist, cognitive, and biological perspectives
will be introduced here.
Developmental Psychology: Major issues and methods in developmental psychology are introduced. Cognitive,
social and emotional aspects of pre-natal development, infancy and childhood are described and discussed here.
Cognitive Psychology: The central topic of cognitive psychology is introduced here, with topics including sensation,
perception, consciousness, learning and memory forming the formal coverage.
34
Social Psychology: This component of the course is concerned with social thinking and behaviour. Here aspects of
attribution theory, social influence, intergroup dynamics and interpersonal dynamics are introduced and discussed.
Biological Psychology: The brain and behaviour are described and discussed here. Topics will include Neurons, the
nervous system, brain structures and functions, plasticity and the immune system.
Individual Differences and Abnormality: The study of personality is described and discussed here. This part of the
module goes on to describe and discuss different aspects of health psychology, including psychological disorders
and their treatment.
Applying your knowledge – employability: How psychology features in the world of employment is central to this part
of the module. Different perspectives on psychology will be discussed including how it appears in the media and
popular culture. The role of psychologists in our modern world and how courses like this one relate to that role will
form the basis for these sessions. Transition from university level to professional psychologist will be described, as
will the role of professional psychologists. Here ethical behaviour in the various professions will form part of our
discussions. Finally, aspects of a psychology based degree that will be transferable to employability in nonpsychology focused professions will be described and discussed.
Teaching: two one hour lectures per week and a two hour seminar per week
Learning: Through lectures and seminar activities. Materials used in the formal sessions will be provided on Minerva
for revision where they will be augmented by additional material where appropriate. Seminar sessions will include
staff and student presentations, large and both large and small group work, aimed at discussing material presented in
the lectures and in the reading for that week (identified in the handbook).
Intended Learning Outcomes
How assessed*
On completion of the module students will be able to demonstrate:
•
An overall understanding of the use of scientific principles in the investigation
and development of psychological thinking
•
An ability to read at undergraduate level, including sourcing, reading and
presentation of information from research papers as part of a group
presentation
•
An ability to reference correctly
Assessment 3: unseen
MCT exam
Assessment 2: group
presentation
Assessment 4:
workbook
Assessment 1: essay
•
•
An ability to source appropriate information in the development of arguments
presented in essay format
An understanding of how psychology is positioned in the workplace.
Assessment Scheme
1.
2.
3.
4.
Assessment 4:
workbook: portfolio
section
Weighting %
Essay (2500 Words)
Group Presentation
Unseen Multiple choice examination. Pass mark 40%
Workbook, including assessed exercises on employability and other aspects of
the course including transferable key skills.
30
35
35
Pass/Fail
Reading Lists/Key Texts & Websites
Main Text
Passer, Smith, Holt, Bremner, Sutherland, & Vliek (2008). Psychology: The Science of Mind & Behaviour. McGraw:
London
Learning Resources
•
•
•
•
Key texts
Readings for seminars (traditional and online)
Publications from the BPS as appropriate.
Electronic journals.
35
PS4002-20 MODULE DESCRIPTOR
Code
PS4002-20
Title
Research Methods in Psychology 1
Subject area
Psychology
Pathway
Psychology Single and Combined
Level
Level 4 (Year 1)
Credits
20
Contact time
52 hours
Pre-requisites
None
Acceptable for
Psychology Single, Psychology Major, Psychology Joint, Psychology Minor,
Psychology Education Specialised
Excluded combinations
None
Core/Optional
Core for Single Honours and Major: Optional for Joint/Minor/Education
Specialised
Module Co-ordinator
Alison Wadeley
Description & Aims
This module aims to provide a general introduction to research methods and statistics in Psychology in preparation
for advanced modules in Psychology. The focus will be on the following areas:
1.
2.
3.
4.
5.
Fundamentals of descriptive and inferential data analysis and presentation of findings.
Practical aspects of research design e.g. experimentation, observation and correlational studies.
Reporting research.
Methodological issues in psychology e.g. the role of science; ethics in research.
Development of research-related skills valued by potential employers as set out in the Higher Education
Academy’s Psychology Student Employability Guide (2008).
Outline Syllabus & Teaching & Learning Methods
Outline syllabus:
1.
Practical aspects of research design.
Problem definition and hypothesis formulation. Independent and dependent variables. Sampling techniques.
Experimental designs, manipulation and control, including control of participants' expectations and experimenter
effects. Internal and external validity. Quasi-experiment and the question of causality. Non experimental research
design including case studies, interviews, questionnaires, observation and correlational research
2.
Descriptive and inferential data analysis and presentation
Descriptive and summary statistics: measures of central tendency and dispersion. Graphing, including frequency
histograms and cumulative frequency plots. Skew and kurtosis. Exploratory data analysis including stem and leaf,
boxplots and scatterplots. Non-parametric tests: the sign test, Wilcoxon matched-pairs signed ranks test, MannWhitney test. z-tests and t-tests of means for single sample, independent samples and related samples. Confidence
intervals for the population mean and the difference between two population means. Chi-squared tests for goodness
of fit and association. Choice of appropriate statistical analysis: levels of measurement, normality, homogeneity of
variance, linearity, transformations of data. Robustness and power efficiency. Correlation coefficients: Pearson's,
Spearman's and Kendall's. Partial correlation. Probability and statistical significance.
3.
Reporting research.
4.
Methodological issues in psychology including the role of science in psychology and ethics in research.
5.
The use of statistical software for data analysis.
36
Teaching: Teaching will take the form of lectures, seminars, workshops and regular help-desks.
Learning methods: Seminars contain a variety of student-centred activities including individual, small group and large
group work and computing exercises. The course documentation gives recommended reading for each week to
support the work covered in the lectures and seminar sessions.
Intended Learning Outcomes
How assessed*
At the end of this module students should be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
These are assessed by
means of written
demonstrate a general knowledge of introductory
practical reports and an
psychological research design, statistics and issues as outlined in the syllabus
end of module test.
apply that knowledge to the design of simple research
projects
apply the principles of ethical codes of conduct
carry out data collection and recording procedures
select and carry out appropriate data analyses using
statistical software
report quantitative research following accepted
conventions of reporting.
interpret and evaluate an investigation from a theoretical, practical and ethical
standpoint.
demonstrate the ability to reference correctly using the Harvard referencing system
work collaboratively and co-operatively in small and large groups.
Formative & Summative Assessment Scheme
Weighting %
Formative
Throughout the course there will be informal, formative assessment during seminars.
Through this students will have feedback on their progress in developing skills relevant to
this module before applying them to the assignments (the summative assessment),
specifically:
·
Quantitative data collection and handling and ICT
·
Qualitative data collection and handling
·
Devising research proposals
·
Ethical decision making
·
Group work
Summative
1.
2.
3.
40%
Practical report 1 (2,000 words)
Practical report 2 (2,000 words)
Test on the aspects of research design and statistics
40%
20%
Reading Lists/Key Texts & Websites
Coolican, H. (2009) Research Methods and Statistics in Psychology. 5th ed. London: Hodder
and Stoughton.
Clegg, F. (2005) Simple Statistics: A course book for the social sciences. Cambridge:
Cambridge University Press.
Field, A. (2009) Discovering Statistics Using SPSS. (3rd ed.) London: Sage.
Gross, R. D. (2003) Themes, Issues and Debates in Psychology. 2nd ed. London: Hodder and Stoughton.
Harris, P. (2008) Designing and Reporting Experiments in Psychology (3rd ed.) Buckingham: Open University Press.
Schmuller, J. (2005) Statistical Analysis with Excel for Dummies. Indianapolis: Wiley.
Shepherd, B. (1997) Statistical Analysis with Excel Made Easy. Plymouth: Barry Shepherd.
Wadeley, A., Birch, A. and Malim, A. (1997) Perspectives in Psychology. 2nd ed. London: Macmillan.
WEBSITES
http://www.bps.org.uk/
37
http://psych.athabascau.ca/html/aupr/tools.shtml
http://www.statisticshell.com/statisticshell.html
http://www.ruf.rice.edu/~lane.rvls.html
http://www.socialpsychology.org/methods.htm
http://www.vanguard.edu/faculty/ddegelman/amoebaweb/index.cfm?doc_id=853
Learning Resources
•
•
•
•
•
•
•
Well-stocked library including textbooks and journals
Materials, exercises and websites via the VLE
Access to electronic databases including Academic Search Premier, Psychology and Behavioural
Sciences Collection, Science Direct
Range of equipment for small scale research e.g. blood pressure monitors, stopwatches
Range of psychological tests
Open access computing rooms with Microsoft Office including Excel
Dedicated Psychology lab with 16 fully networked PCs, Internet connected with access to e-mail with
printing facilities
38
Level 5 Modules
PS5002-40 MODULE DESCRIPTOR
Code
PS5002-40
Title
Research Methods in Psychology 2
Subject area
Psychology
Pathway
Psychology Single and Combined
Level
5 (Year 2)
Credits
40
Contact time
78 hours
Pre-requisites
PS4002-20
Acceptable for
Psychology Single, Psychology Major, Psychology Joint, Psychology Minor,
Psychology Education Specialised
Excluded combinations
None
Core/Optional
Core for Psychology Single Honours and Major: Optional for Joint/Minor/Education
Specialised
Module Co-ordinator
Alison Wadeley
Description & Aims
This module extends first year work in psychological methodology. It is intended to broaden students’ knowledge and
experience of experimental and non-experimental, quantitative and qualitative research methods. Students will develop
skills in complex research design, data handling and analysis. They will learn how to use SPSS for simple and complex
quantitative statistical techniques and will carry out qualitative data analysis. They will learn how to report quantitative
and qualitative research, both of which will contribute to their practical portfolios, and they will have practical
experiences of preparing research proposals and ethical approval documentation for this year’s practical work and next
year’s dissertation.
Successful completion of this module will further equip students with skills valued by potential employers as set out in
the Higher Education Academy’s Psychology Student Employability Guide (2008). Students will further their self
understanding with regard to employability issues and have opportunities to improve job search, self presentation and
interview skills. They will continue to develop a portfolio designed to arm them with self knowledge of their strengths
and competencies which can be applied to competition in the workplace. It will include evidence of preparation of
materials for employment or further training, specifically self promotion in writing i.e. CV, covering letter and personal
statements.
The aims of this module are to enable students to:
1. understand a range of advanced quantitative and qualitative psychological research methods
2. design research projects suitable for both quantitative and qualitative data analysis, identifying and solving design
problems therein.
3. choose and apply suitable techniques of descriptive and inferential data analysis.
4. interpret the results of simple and complex statistical tests.
5. understand issues surrounding the qualitative/quantitative debate in psychological research.
6. analyse and interpret quantitative data on SPSS using both simple and complex statistical techniques.
7. report both quantitative and qualitative research projects.
8. identify ethical issues in the design and conduct of psychological research
9. articulate employability related skills gained on their degree course and in extra-curricular activities
10. demonstrate effective employment search skills.
11. know how to present themselves effectively when applying for further study or employment.
12. prepare an independent research proposal for presentation to a research ethics committee
Outline Syllabus & Teaching & Learning Methods
Outline syllabus.
39
•
•
•
•
•
•
•
•
•
•
•
Appropriate statistical tests for inferential data analysis. Simple and multiple regression. Non-parametric
k+tests including Kruskal-Wallis, Friedman and Cochran's Q tests. The experimental manipulation of more
than one independent variable in factorial designs. The analysis of variance: one factor independent and
repeated measures designs; two factor independent, repeated measures and mixed designs; main effects and
interaction effects (including graphical presentation); planned (including trend) comparisons; the Bonferroni
correction; post hoc comparisons (including the choice between methods); the analysis of simple effects.
Effect size, power and sample size. Effect size statistics.
Design of a research project suitable for advanced quantitative data analysis. Identification of and solutions to
design problems therein.
Analysis and interpretation of quantitative data on SPSS using both simple and complex statistical techniques
Issues surrounding the qualitative/quantitative debate in psychological research.
Critical evaluation of the methods employed to collect data in psychological research.
A range of research methods that are wholly or partly qualitative in nature including "single-subject" designs
and case studies, observational approaches (including inter-rater reliability), survey research (including
sampling and response issues) questionnaire design (including closed and open-ended questions), attitude
scale construction; different questioning methods, observation, participant observation, the collection of verbal
protocols.
Design of a research project which is wholly or substantially qualitative in terms of design and/or data analysis.
Identification of and solutions to design problems therein.
The analysis of qualitative data: content analysis, discourse analysis, grounded theory, protocol analysis and
interpretative phenomenological analysis.
Choice, application and interpretation of qualitative data analysis.
Ethical issues in the design and conduct of psychological research including preparation of a research ethics
proposal for presentation to a research ethics committee.
There will be a series of lectures/workshops designed to support the employability element. Students will
apply their experiences on this module, and in the rest of their degree course and work-related experience
outside university, to the ongoing development of a portfolio designed to improve self understanding in relation
to employability prospects. This element will extend into the realm of job search and self promotion via critical
construction and understanding of CV writing and job interview presentation.
Teaching: There is a one-hour lead lecture each week followed by related activities in two-hour seminars and computer
workshops.
Learning Methods: Seminars contain a variety of student-centred activities including individual, small group and large
group work and computing exercises. Students will design and conduct investigations in small groups using course staff
on a consultative basis. The course documentation gives recommended reading for each week to support the work
covered in the lectures and seminar sessions.
Intended Learning Outcomes
How assessed*
On completion of this module students will demonstrate a
These are assessed by
means of coursework
knowledge of advanced psychological research design, statistics
and issues as outlined in the syllabus by being able to:
1.
2.
3.
4.
5.
6.
7.
8.
design and carry out research projects suitable for multivariate analysis.
carry out simple and multivariate data analysis on SPSS.
design and carry out a qualitative research project.
analyse and report advanced quantitative and qualitative research projects following
accepted conventions of reporting.
demonstrate an ability to interpret and evaluate complex
investigations from a theoretical, statistical, practical and ethical standpoint.
demonstrate the ability to select and correctly reference appropriate
research literature.
articulate and evaluate arguments surrounding the qualitative/
quantitative debate in psychological research
identify ethical issues in the design and conduct of psychological research
and know how to address them
9. prepare a research proposal for consideration by an ethics committee
10. work collaboratively and co-operatively in small and large groups
And in relation to employability, utilise skills developed in the degree course and extra
curricular activities in order to:
11. self-evaluate in relation to career possibilities and further study/employment
opportunities
12. construct a covering letter or personal statement and a CV
Formative & Summative Assessment Scheme
Weighting %
40
Formative
Throughout the course there will be informal, formative assessment during seminars.
Through this students will have feedback on their progress in developing skills relevant to
this module before applying them to the assignments (the summative assessment),
specifically:
•
•
•
•
•
•
Quantitative data collection and handling and ICT
Qualitative data collection and handling
Devising research proposals
Ethical decision making
Group work
Self evaluation with respect to employability
Summative
1.
2.
3.
4.
5.
Practical report using multivariate techniques (2,500 words.)
Practical report using Anova (2,500 words)
Practical report using qualitative techniques (2,500 words)
Employability portfolio
Dissertation research proposal
30%
30%
30%
10%
Pass/fail
Reading Lists/Key Texts & Websites
READING LIST
Required purchase
Coolican, H. (2009) Research Methods and Statistics in Psychology. (5th ed.) London: Hodder and Stoughton.
Pallant, J. (2007) SPSS Survival Manual: A step by step guide to data analysis using SPSS. (3rd ed.) Buckingham:
OUP.
Highly recommended purchase
American Psychological Association (2005)
Psychological Association.
Concise Rules of APA Style. Washington DC: American
Key Recommended Reading
Banister, P. Burman, E. Parker, I. Taylor, M. and Tindall, C. (1994) (Eds.), Qualitative Methods in Psychology.
Buckingham: Open University Press.
Breakwell, G. M. (2004) Doing Social Psychology Research. Oxford: BPS and Blackwell.
Breakwell, G. M., Hammond, S., Fife-Schaw, C. and Smith, J. A. (Eds.) (2006) Research Methods in Psychology. (3rd
ed.) London: Sage.
Field, A. (2009) Discovering Statistics Using SPSS. (3rd ed.) London: Sage.
Harris, P. (2008) Designing and Reporting Experiments in Psychology (3rd ed.) Buckingham: Open University Press.
Holland, J. L., Powell, D. B. and Fritzsche, B. A. (1994) Professional users’ guide of the self-directed search. Odessa,
FL: Psychological Assessment Resources.
Howitt, D. and Cramer, D. (2008) Research Methods in Psychology (2nd ed.) Harlow: Pearson.
Howitt, D. and Cramer, D. (2008) Statistics in Psychology (2nd ed.) Harlow: Pearson.
Jarrett, C. (2006) Is there a Psychologist in the building? The Psychologist, 19, 592-594.
Philips, S. D., Friedlander, M. L., Pazienza, N.J. and Kost, P. P. (1985) A factor analytic investigation of career decision
making styles. Journal of Vocational Behaviour, 26, 706-719.
McIlveen, R., Higgins, L., and Wadeley, A. (1992) BPS Manual of Psychology Practicals. Leicester: BPS Books.
Robson, C. (2002) Real World Research: A resource for social scientists and practitioner researchers. (2nd ed.) Oxford:
Blackwell.
Singh, R. and Greenhaus, J.H. (2003) The relation between career decision making strategies and person job fit: A
study of job changers. Journal of Vocational Behaviour, 64, 198-221.
Smith, J. A., Harré, R., and Van Langenhove, L. (1995) Rethinking Methods in Psychology. London: Sage.
Smith, J. A., Harré, R., and Langenhove, L. V. (1995) Rethinking Methods in Psychology. London: Sage.
Tabachnik, B. G. and Fidell, L. S. (2007) Using Multivariate Statistics. London: Allyn and Bacon.
Willig, C. (2001) Introducing Qualitative Research: Adventures in theory and method.
41
Buckingham: OUP.
Young, D.M. and Beier, E.G. (1977) The role of applicant nonverbal communication
in the employment interview. Journal of Employment Counseling, 14, 154-165.
WEBSITES
http://www.bps.org.uk/
http://ericae.net/ft/tamu/vpiques3.htm
http://psych.athabascau.ca/html/aupr/tools.shtml
http://www.ruf.rice.edu/~lane/rvls.html
http://www.psychology.heacademy.ac.uk/docs/pdf/p20080915_Employability_Guide.pdf
http://www.socialpsychology.org/methods.htm
http://www.socialresearchmethods.net
http://www.sosig.ac.uk/vts/psychologist/index.htmhttp://www.vanguard.edu/faculty/ddegelman/amoebaweb/index.cfm?do
c_id=853
http://www.statisticshell.com/statisticshell.html
http://www.windsor.igs.net/~nhodgins/
Learning Resources
•
•
•
•
•
•
•
•
•
Well-stocked library including textbooks and journals
Materials, exercises and websites via the VLE
Access to electronic databases including Academic Search Premier, Psychology and Behavioural Sciences
Collection, Science Direct
Range of equipment for small scale research e.g. blood pressure monitors, stopwatches
Range of psychological tests
Open access computing rooms with Microsoft Office including Excel
Dedicated Psychology lab with 16 fully networked PCs, Internet connected with access to e-mail with printing
facilities, E-prime, PATsy and SPSS
General purpose lab
University Careers Service
PS5003-20 MODULE DESCRIPTOR
Code
PS5003-20
Title
Cognitive psychology
Subject area
Psychology
Pathway
Psychology Single and Combined
Level
5 (Year 2)
Credits
20
Contact time
52 hours
Pre-requisites
PS4001-40
Acceptable for
Single Hons Psychology, Major, Minor & Joints
Excluded combinations
Electives
Core/Optional
Core for Single Hons Psychology: Optional for Major, Minor & Joints
Module Co-ordinator
Dr Gerry Markopoulos
42
Description & Aims
The module explores cognitive psychology. We will look at things such as how different cognitive functions, such as
memory and perception operate.
Outline Syllabus & Teaching & Learning Methods
Cognitive Topics: Introduction: what is cognitive psychology; Perceptual processes; Visual attention; Memory:
encoding and Retrieval; Structure and Function of Knowledge; Thinking and Problem solving; Reasoning; and,
connectionism.
Teaching: one hour lecture per week and a two hour seminar fortnightly
1.
Learning: Through lectures and seminar activities and formative assessment based on each lecture in a MCT
format. In addition to this, 9 tutorial sessions are built into the module to allow students to process feedback with
their tutor and discuss course issues including consideration of the use of cognitive psychology in relation to the
work place.
Intended Learning Outcomes
How assessed*
1. Research and write a fully referenced essay, using primary source material on
a chosen area of cognitive psychology
Essay 2500 words
2. Demonstrate an extended critical understanding of one area of cognitive
psychology in a 2-hour examination.
UNSEEN exam (2hour)
3. To provide students with an insight to employability in this area.
Formative & Summative Assessment Scheme
Weighting %
Formative
MCQ tests with full feedback using the VLE. Other routes to formative
assessment will be through peer evaluation of presentations in seminar
sessions.
Summative
Assessment 1 will be an essay
50
Assessment 2 will be an unseen exam
50
Reading Lists/Key Texts & Websites
Goldstein EB (2007) Cognitive Psychology. Psychology Press
Sternberg RJ (2008) Cognitive Psychology. Wadsworth
Learning Resources
CogLab2.0 (2009) Wadsworth
Kolb, B. & Whishaw, I.Q. (2006) An Introduction to Brain and Behaviour.
New York:Worth
Bespoke demonstrations of aspects of auditory and visual perception.
43
PS5004-20 MODULE DESCRIPTOR
Code
PS5004-20
Title
Social Psychology
Subject area
Psychology
Pathway
Psychology Single and Combined
Level
5
Credits
20
Contact time
52 hours
Pre-requisites
PS4001-40
Acceptable for
Single Hons Psychology, Major, Minor & Joints
Excluded combinations
Electives
Core/Optional
Core for Single Hons Psychology: Optional for Major, Minor & Joints
Module Co-ordinator
Mike Cardwell
Description & Aims
A second level social psychology module matched to the requirements of the BPS benchmarking document
1.
To provide an opportunity for students to extend their understanding of social psychological theories, research
and issues (from PS1001) and to study the psychological processes inherent in human social behaviour.
2.
To provide an opportunity for students to engage with and develop their critical scrutiny of selected areas of
social psychology.
Teaching format
Teaching: one hour lecture per week and a two hour seminar fortnightly.
Learning: Through lectures and seminar activities and recommended readings.
Intended Learning Outcomes
How assessed*
Students will gain knowledge and understanding of:
1st & 2nd assignment
topics.
1.
The idea of historical change in the focus of social psychological explanations and
demonstrate the importance of cultural factors in social psychological theories and
research.
2.
The methods used by social psychologists and the relationship between ‘traditional’
methodologies and ‘new paradigm’ research.
3.
The nature of social cognition and the role of cognitive factors in social behaviour.
4.
Psychological explanations of human relationships and their effects on physical and
psychological well-being.
5.
The nature of social influence, through consideration of the nature of majority and
minority influence and obedience to authority.
6.
Psychological processes involved in pro-social behaviour.
7.
The nature of intergroup behaviour.
“
8.
The contribution that social psychology has made to important social issues, e.g.
prejudice, media violence and environmental problems.
“
“
“
“
“
“
In addition, students will develop:
1.
Critical awareness of social psychological theories, methods and research, and an
awareness of the nature of cultural diversity in human social behaviour.
44
Discussion and
exercises in seminars
2.
Use of information technology and research expertise.
3.
Critical essay writing skills.
4.
Techniques of good planning, organisation and time-management.
Use of Minerva
Assignments
“
Formative & Summative Assessment Scheme
Weighting %
Formative
MCQ tests based on chapter readings using the VLE
Summative
Assessment 1 will be an essay
50
Assessment 2 will be an unseen exam (Two essay questions)
50
Reading Lists/Key Texts & Websites
Key Texts:
Hogg, M.A. and Vaughan, G.M. (2007). Social Psychology (5th. Ed.) London: Prentice Hall.
Reading Lists:
Blackwell handbooks of Social Psychology
1. Interpersonal Processes
2. Group Processes
3. Inter-group Processes
4. Intra-individual processes
British Journal of Social Psychology
Other journal articles are available through the EBSCO database
PS5005-20 MODULE DESCRIPTOR
Code
PS5005-20
Title
Developmental Psychology
Subject area
Developmental
Pathway
Psychology
Level
Level 5 (Year 2)
Credits
20
Contact time
52 hours
Pre-requisites
PS4001-40
Acceptable for
Single Hons Psychology, Major, Minor & Joints
Excluded combinations
Electives
Core/Optional
Core for Single Hons Psychology: Optional for Major, Minor & Joints
Module Co-ordinator
Dr. Gordon Ingram
45
Description & Aims
This module will examine the major themes in developmental psychology within the context of infant, child and adult
development. Important aspects of individual development through the lifespan will be considered in the light of
current debate and new exciting theoretical and research findings occurring within psychology per se.
The aims of this module are:
1.
2.
3.
4.
5.
To enable students to acquire knowledge of psychological theories regarding individual development and apply
this to situations where things go wrong.
To introduce students to different perspectives on development.
To create enthusiasm for this interesting and expanding area and to gain insight to contemporary theories being
applied to development.
To provide students with an insight to employability in this area.
To enable students to reflect on this area as part of their PDP.
Outline Syllabus & Teaching & Learning Methods
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Socialising Agents: Bronfenbrenner
Prenatal Development: Crucial windows of development
When Development goes Wrong: FAS & Down’s Syndrome
Implications of Attachment Theory and its Theoretical Roots: Nurture Assumption
Socialisation of Children (Nurture Assumption) vs Group Socialisation Theory
Infant Competencies: Nature-Nurture
Imprinting: Evolutionary significance of Face Recognition
Acquisition of Language: Language Instinct?
Modularity of Language: Poor Comprehension in Children (the alexias)
Domain Generality vs. Domain Specificity: Piaget Revisited
Information Processing
Emotional Development: Moral development and Theory of Mind
Theory of Mind: A Case of Autism
The Involvement of Mirror Neurons in Emotion & TOM
Development of the Self throughout the Lifespan: A Note on Gender
Development of Sex and Gender Roles
Play: Cognitive and Socio-Emotional Development
Changes of Brain Structure with Age
Part 1: Individual Development (Biological Influences on our Disposition)
Part 2: Individual Development (Social Influences on our Disposition)
Methodological Approaches in Developmental Psychology
Concept of the Child: Chasing its Historical Roots
Employment in this area: What can you do?
Teaching: one hour lecture per week and a two hour seminar fortnightly
Learning: Through lectures and seminar activities and formative assessment based on each lecture in a MCT format.
Through PDP Independent Reflective Learning.
Intended Learning Outcomes
1.
2.
3.
4.
5.
How assessed*
As a knowledge skill, students will be in a position to evaluate psychological theories
of development drawing upon appropriate literature and research.
As a knowledge skill, students will gain knowledge and the ability to evaluate
conceptual themes influencing the developing individual in the light of specialised
topics within developmental psychology.
As a module specific skill, students will be in a position to relate theoretical issues
discussed during seminars to individual development.
As a module specific skill, students will be in a position to ‘brainstorm’ issues relating
to topics within developmental psychology.
As a generic skill, students will obtain information from primary and secondary
sources, including contact with relevant agencies (where appropriate) and / or
specialised sources of information.
Formative & Summative Assessment Scheme
1st assignment
coursework topic.
1st & 2nd assignment
topics.
Implicit contribution to
assignments.
Implicit contribution to
assignments.
Reflected in assignment
works.
Weighting %
Formative
A Multiple Choice Test each week representing the lecture topic discussed. This will
enable students to identify strengths and weaknesses and can be used as a revision
management guide.
Summative
46
Assessment 1 will be a 1,500 word essay
40
Assessment 2 will be an unseen 3 hour exam (Compulsory Section A: answer 1 question
and Section B: answer 2 questions)
60
Reading Lists/Key Texts & Websites
Key Texts:
Cole, M., Cole, S. and Lightfoot, C. (2005) The Development of Children (5th edn.). Worth Publishers: NY.
Demetriou, A., Doise, W. and Van Lieshout, C. (1998) Lifespan Developmental Psychology. Wiley and Sons:
Chichester.
Reading Lists:
Coleman, P. and O’Hanlon, A. (2004) Ageing and Development: Theories and Research. Arnold: London.
Crain, W. (2005) Theories of Development: Concepts and Applications. Pearson Education: New Jersey.
McBride-Chang, C. (2004) Children’s Literacy Development. Arnold: London.
Schaffer, H. R. (2006) Key Concepts in Developmental Psychology. Sage Publications: London.
Smith, P.K., Cowie, H. and Blades, M. (2003) Understanding Children’s Development (4th edn.). Blackwell: Oxford.
Thornton, S. (2002) Growing Minds: An introduction to cognitive development. Palgrave Macmillan: Basingstoke,
Hampshire.
Workman, L. and Reader, W. (2008) Evolutionary Psychology. Cambridge University Press: Cambridge.
Periodicals:
British Journal of Developmental Psychology
British Journal of Psychology
Child Development
Cognition
Developmental Psychology
Psychological Review
Science
Learning Resources
Contents of the Module Handbook
Blackboard (Minerva) Notes & Articles for Reading
Multiple Choice Tests
Further Reading in the Library
Video
Video Snippets Embedded in Lecture PowerPoint Presentations
47
PS5006-20 MODULE DESCRIPTOR
Code
PS5006-20
Title
Biological Psychology
Subject area
Psychology
Pathway
Psychology Single and Combined
Level
5 (Year 2)
Credits
20
Contact time
52 hours
Pre-requisites
PS4001-40
Acceptable for
Single Hons Psychology, Major, Minor & Joints, Biology awards
Excluded combinations
Electives
Core/Optional
Core for Single Hons Psychology: Optional for Major, Minor & Joints
Module Co-ordinator
Dr Peter Etchells
Description & Aims
Biological Psychology explores the way the brain and body interacts with the environment to create behaviour.
Biological Psychology is a fundamental area in psychology because it feeds directly into Abnormal Psychology,
Neuropsychology, Health Psychology and Evolutionary Psychology. We will look at things such as how the brain
functions, and its anatomy, and their role in behaviours such as sex, feeding and drinking. We will also discuss the
origins and functions of individual behaviours such as stress, depression and emotions, and pain from biological and
cognitive perspectives.
Outline Syllabus & Teaching & Learning Methods
Biological Lecture topic areas (1) Introduction and principles; (2) Introduction to research techniques (3) The
nervous and endocrine system; (4) Neurons; (5) Brain structure and function; (6) Development and plasticity (7) The
principles of the sensory system; (8) Vision; (9) The other senses; (10) The control of movement; (11) The biology of
learning and memory; (12) Emotion; (13) Stress; (14) Pain; (15) Motivation; (16) Feeding and behaviour; (17) Sexual
behaviour; (18) Drugs and Addiction; (19) Sleep & waking; (20) Cognition and action; (21) Consciousness
Biological Workshops (1) Introduction to methods; (2) Researching seasonal affective disorder; (3) Reinforcing the
principles of the synapse; (4) Addiction, (5) Visual illusions and top down, bottom up processing; (6) Researching
material for assignments, (7) Reading week; (8) Post traumatic stress disorders, (9) The social and cognitive aspects
of pain
Additional Workshop topics
(10) Careers and research opportunities in biological psychology; (11) Assessment feedback seminar; (12) Personal
tutorials; (13) Academic development session including summary of skills learnt in the module and transferable skills
Teaching: one hour lecture per week and a two hour seminar fortnightly
Learning: Through lectures and seminar activities and formative assessment based on each lecture in a MCT format.
Intended Learning Outcomes
How assessed*
1. Research and complete workbook, using primary source material on a chosen
areas of biopsychology
1. 10 x 250 word seminar topic
answers (2500 words)
2. Demonstrate understanding of key areas of the basic functioning of the brain
2. 10 x 250 word seminar topic
answers (2500 words – as
above)
48
3. Demonstrate an extended critical understanding of one area of biopsychology
as part of an examination
3. UNSEEN exam (2hour)
Formative & Summative Assessment Scheme
Weighting %
Formative
Exercises in the Reader - MTC questions and answering questions on journal
articles
Summative
Seminar Workbook Answers
2 Hour Unseen Exam
2500 Words
50%
50%
Reading Lists/Key Texts & Websites
Toates, F. (2011) Biological Psychology. Prentice Hall, UK
Learning Resources
The Biological Basis of Behaviour Reader (2010) Alison Lee
Kolb, B. & Whishaw, I.Q. (2006) An Introduction to Brain and Behaviour. New York: Worth
Bloom, F.E., Lazerson, A. & Nelson CA. (2006) Brain, Mind and Behaviour. W.H. Freeman.
Carlson, N.R (2006) Physiology of Behaviour. (9th. Ed.) Allyn & Bacon.
Kalat, J. (2006) Biological Psychology (7th Ed.) Brooks Cole.
Kolb, B. & Whishaw, I.Q. (2006) An Introduction to Brain and Behaviour. New York:Worth
The Worth website based on Toates Biological Psychology
Videos based on brain function and dysfunction
VLE exercises on brain function
49
Level 6 Modules
PS6002-40 MODULE DESCRIPTOR
Code
PS6002-40
Title
Psychology Dissertation
Subject area
Psychology
Pathway
Psychology Single and Combined
Level
Level 6 (Year 3)
Credits
40
Contact time
78 hours
Pre-requisites
PS4001-40, PS4002-20, PS5002-40
Acceptable for
Psychology Single, Psychology Major, Psychology Joint, Psychology Minor,
Psychology Education Specialised
Excluded combinations
Electives
Core/Optional
Core for Psychology Single Honours and Major: Optional for Joint/Minor/Education
Specialised
Module Co-ordinator
Alison Wadeley
Description & Aims
This module requires students to independently design, carry out and report a substantial research project. They must
identify a research question and conduct an academic literature review of relevant research. From this they will develop
an ethically sound research protocol and use it to guide their data collection and analysis. The research project will be
professionally presented in the form of a bound dissertation using APA style and Harvard system referencing.
The aims of this module are to enable students to:
1.
2.
3.
4.
5.
6.
7.
8.
Refine skills in accessing and using appropriate databases of psychological research (e.g. Academic
Search Premier, ScienceDirect, PubMed, Internet) including the use of appropriate Boolean search
strategies.
Develop skills of research literature selection, synthesis and appraisal.
Assess the relative strengths and weaknesses of particular models, theories and research in terms of
their descriptive, predictive and explanatory value.
Formulate research aims on the basis of the literature review.
Select and plan suitable methods of data collection
Collect and analyse data in a consistent and professional manner.
Demonstrate sound application of research methods and techniques to effective report writing of a
psychology dissertation.
Discuss the findings of the investigation consistent with the aims and/or
hypotheses, together with implications, limitations, modifications and extensions and make appropriate
recommendations.
Outline Syllabus & Teaching & Learning Methods
Students taking this module are supported in the preparation and execution of an extensive piece of independent
empirical research. This begins with reviewing literature, defining a research problem and formulating testable
hypotheses/research questions. Students then choose appropriate methodologies and plan and efficiently carry out a
study, demonstrating awareness of, and ability to address, ethical issues using current codes of ethics and conduct.
They go on to collect, analyse and report data and professionally present their work in the form of a dissertation. Where
appropriate, they may need to collaborate effectively with colleagues, participants and outside agencies.
At the start of the course, there is a series of specialist lectures/workshops designed to support dissertation preparation.
Sessions address practical and theoretical aspects of carrying out research at this level. To further support students in
preparation of the dissertation, they are required to attend a series of documented one-to-one tutorials in which their ongoing work is monitored and guided.
50
Intended Learning Outcomes
How assessed*
By the end of the module, students will be able to:
1.
access and select good quality literature from a range of electronic databases
using appropriate search strategies.
2. demonstrate the ability to carry out and report an extensive literature review
3. assess the relative strengths and weaknesses of particular models, theories
and research in terms of their descriptive, predictive and explanatory value.
4. generate research aim(s) based on the literature review
5. apply understanding of research methods to the production of a detailed
research protocol.
6. demonstrate awareness of ethical issues that are relevant to the specified
research area and show how to address them.
7. collect and analyse data in a consistent and professional manner.
8. apply appropriate advanced data analysis and presentation techniques
9. discuss the findings of the investigation with regard to the aims and/or
hypotheses, together with implications, limitations, modifications and extensions
and make appropriate recommendations.
10. demonstrate effective report writing of an extensive Psychology dissertation.
11. demonstrate the ability to report using APA style and cite references using the
Harvard system.
12. work independently as a researcher and collaboratively with the supervisor
Formative & Summative Assessment Scheme
The learning outcomes will
be assessed in the final
dissertation.
Weighting %
Formative
Throughout the course there will be one-to-one, formative assessment during tutorials.
Through this students will have feedback on progress in developing skills relevant to this
module before they apply them to the employability portfolio dissertation (the summative
assessment), specifically, and where relevant:
•
•
•
•
•
•
Literature search
Research planning
Ethical decision making
Quantitative data collection and handling and ICT
Qualitative data collection and handling
Presentation of dissertation
Summative
Dissertation incorporating:
20%
20%
20%
20%
10%
10%
Introduction (2,500 words)
Research Protocol (2,500 words)
Results and results analysis(2,500 words)
Discussion
References
Abstract, appendices and presentation
Reading Lists/Key Texts & Websites
Allison, B. and Race, P. (2004). The Student’s Guide to Preparing Dissertations and Theses. London: Routledge
Farmer.
American Psychological Association (2005). Concise Rules of APA Style. Washington DC: APA.
Banister, P., Burman, E., Parker, I., Taylor, M. and Tindall, C. (1994) Qualitative
Methods in Psychology: A Research Guide. Buckingham: OUP.
Coolican, H. (2009) Research Methods and Statistics in Psychology. (5th ed.) London: Hodder and Stoughton.
Field, A. (2009) Discovering Statistics Using SPSS. (3rd ed.) London: Sage.
Howitt, D. and Cramer, D. (2008) Research Methods in Psychology (2nd ed.) Harlow: Pearson.
Howitt, D. and Cramer, D. (2008) Statistics in Psychology (2nd ed.) Harlow: Pearson.
Joinson, A., McKenna, K., Postmes, T. and Reips, U.D. (2007) Oxford Handbook of Internet Psychology: Oxford
University Press.
Kinnear, P. R. and Gray, C. D. (2007) SPSS 15 Made Simple. Hove: Psychology Press.
Locke, L. F., Spirduso, W. W. and Silverman, S. J. (1993) Proposals that work:
51
A guide for planning dissertation grant proposals. London: Sage
Pallant, J. (2004) SPSS Survival Manual: A step by step guide to data analysis using SPSS. (2nd ed.) Buckingham: OUP.
Robson, C. (2002) Real World Research: A resource for social scientists and
practitioner researchers. (2nd ed.) Oxford: Blackwell.
Tabachnik, B. G. and Fiddell, L. S. (2007) Using Multivariate Statistics (5th ed.).
Boston: Allyn and Bacon.
Willig, C. (2008) Introducing Qualitative Research in Psychology: Adventures in theory and method. (2nd. ed.)
Buckingham: OUP.
WEBSITES
http://www.bps.org.uk/
http://ericae.net/ft/tamu/vpiques3.htm
http://psych.athabascau.ca/html/aupr/tools.shtml
http://www.ruf.rice.edu/~lane/rvls.html
http://www.socialpsychology.org/methods.htm
http://www.socialresearchmethods.net
http://www.sosig.ac.uk/vts/psychologist/index.htm
http://www.statisticshell.com/statisticshell.html
http://www.vanguard.edu/faculty/ddegelman/amoebaweb/index.cfm?doc_id=853
http://www.windsor.igs.net/~nhodgins/
Learning Resources
•
•
•
•
•
•
•
•
Well-stocked library including textbooks and journals
Access to electronic databases including Academic Search Premier, Psychology and Behavioural Sciences
Collection, Science Direct
Range of equipment for small scale research e.g. blood pressure monitors, stopwatches
Range of psychological tests
Open access computing rooms with Microsoft Office including Excel
Dedicated Psychology lab with 16 fully networked PCs, Internet connected with access to e-mail with printing
facilities, E-prime, PATsy and SPSS
Dedicated Auditory/ Cognitive testing lab
General purpose lab
52
PS6005-20 MODULE DESCRIPTOR
Code
PS6005-20
Title
Psychology of Health
Subject area
Psychology
Pathway
Psychology
Level
6 (Year 3)
Credits
20
Contact time
39 hours (3 hours per fortnight)
Pre-requisites
PS4001-40 plus any level 5 module
Acceptable for
Single Hon Psychology, Major, Minor & Joint
Excluded combinations
Electives
Core/Optional
Optional
Module Co-ordinator
Dr Rebecca McGuire-Sneickus
Description & Aims
This module aims to provide students with a critical introduction to psychology as applied to health, introducing
students to some of the key issues and debates in this field. In addition to theoretical perspectives on health, a range
of practical applications are also covered.
The objectives of this module are:
(1)
To enhance students’ awareness of the psychological processes related to health and health care.
(2)
To develop students’ understanding of how psychological theories and research may be used to
comprehend and encourage thoughts, feelings and behaviours that promote health.
(3)
To prepare students for further academic postgraduate study relevant to professional practice (e.g. health
care, social services).
(4)
To generate enthusiasm for the area of health psychology, introducing students to a range of contemporary
issues that reflect continuing developments in the field.
Outline Syllabus & Teaching & Learning Methods
Outline Syllabus
A programme of lectures and seminars will address the following topics:
•
•
•
•
•
•
•
•
•
•
•
Health psychology in its historical context
Biomedical and biopsychosocial models of health and illness
Definitions of health
Approaches to health psychology.
Key Cognitions in Health and Illness
Stress and Illness
The Psychology of Pain
Sexual Health
Facial Disfigurement
Illness Prevention and Health Promotion
Screening
53
•
•
Health Consultation Behaviours
Psychological Issues Related to Chronic Illness
Teaching and Learning Strategies
The programme will consist of thirteen one hour lectures and thirteen two hour seminars; one lecture followed by a
seminar every fortnight. Seminars will address issues and debates related to the lecture topics listed above. During
seminars students will discuss, evaluate and debate papers and materials selected for seminar activities, or use such
information to create practical applications such as research instruments, ideas for information campaigns or health
promotional materials. The module will be supported by a detailed module handbook, setting out the recommended
reading and practical activities, fully supported by electronic resources on MINERVA
Intended Learning Outcomes
How assessed*
At the end of this module, students should be able to:
(1)
Evaluate critically the contribution of psychology to understanding human
behaviour in relation to health and illness.
(2)
Outline and discuss critically the biomedical and biopsychosocial perspectives
on health and illness.
Essay and examination
Essay and examination
Essay and examination
(3)
Evaluate critically the interrelationship between health and behaviour with
reference to issues such as stress, pain and chronic illness.
(4)
Demonstrate an awareness of the complex interplay between psychosocial and
psychobiological factors.
(5)
Demonstrate an awareness of the continuing
Essay and examination
Essay and examination
developments in approaches to health psychology
Formative & Summative Assessment Scheme
Weighting %
Formative
Students will be required to prepare seminar presentations (in poster form) on key areas
of study, which will be posted on VLE to enable other students to share further sources of
information when studying topics in depth. The topics for the posters will feed into both
the essay questions and the unseen examinations, thus giving students the opportunity to
revise, discuss with peers and have tutor feedback on their research skills and
understanding of these topics
Summative
Essay
Students will select one 2,500 word essay from a choice of essay questions
50%
Unseen examination
Students will undertake a 2 hour unseen examination, where they will be required to
answer two questions from a choice of 6.
50%
Reading Lists/Key Texts & Websites
Key Text:
Ogden, J. (2007) Health Psychology: A Textbook, 4th Edition, Maidenhead: Open University Press.
54
Reading list:
Bennett, P. and Murphy, S. (1997) Psychology and Health Promotion, Buckingham: Open University Press.
Conner, M. and Norman, P. (eds) (1998) Predicting Health Behaviour: Research and Practice with Social Cognition
Models, Buckingham: Open University Press.
Friedman, H.S. and Cohen Silver, R. (eds) (2007) Foundations of Health Psychology, New York: Oxford University
Press.
Lyons, A.C. and Chamberlain, K. (2006) Health Psychology: A Critical Introduction, Cambridge: Cambridge University
Press.
Marks, D., Murray, M., Evans, B., Willig, C., Woodall, C. and Sykes, C. (2005) Health Psychology: Theory, Research
and Practice, 2nd Edition, London: Sage.
Michie, S. and Abraham, C. (eds) (2004) Health Psychology in Practice, Oxford: Blackwell Publishing Ltd. & The
British Psychological Society.
Morrison, V. and Bennett, P. (2006) An Introduction to Health Psychology, Harlow: Pearson Education Limited.
Murray, M. (2004) Critical Health Psychology, Basingstoke: Palgrave Macmillan.
Murray, M. and Chamberlain, K. (eds) (1999) Qualitative Health Psychology: Theories and Methods, London: Sage.
Pitts, M. and Phillips, K. (1998) Psychology of Health, 2nd Edition, Andover: Routledge.
Rutter, D. and Quine, L. (eds) (2002) Changing Health Behaviour: Intervention and Research with Social Cognition
Models, Buckingham: Open University Press.
Stroebe, W. and Stroebe, M.S. (1995) Social Psychology and Health, Buckingham: Open University Press.
Learning Resources
These will include:
•
•
•
•
•
•
Key text and reading lists
Seminar readings
Publications from organizations such as the BPS, Centre for Sexual Health Research and Changing Faces
(available through seminar leaders)
Health Psychology Update (available at www.health-psychology.org.uk)
Internet sources on Expert Patient Programmes
Electronic journals (available through the library)
PS6012-20 MODULE DESCRIPTOR
Code
P6012-20
Title
Abnormal psychology
Subject area
Psychology
Pathway
Psychology
Level
Level 6 (Year 3)
Credits
20
Contact time
39 hours (3 hours per fortnight)
Pre-requisites
PS5006-20
Acceptable for
Single Hon Psychology, Major, Minor & Joint, Biology awards
Excluded combinations
Electives
Core/Optional
Optional
Module Co-ordinator
Dr Alison Lee
55
Description & Aims
The module looks at the ethos of mental illness from various perspectives, including the medical model
and the anti-psychiatry stance. We will discuss the ramifications of using a diagnostic manual, and also
the validity of the term ‘mental illness. We will cover the major mental disorders as a part of this process.
This module builds on the themes expressed in Biological and Cognitive Psychology. The module would
be especially useful for those students interested in clinical psychology, working with people diagnosed
with these disorders and counselling psychology.
Outline Syllabus & Teaching & Learning Methods
Lectures: (1) The history of mental illness; (2) the chaotic origin of the DSM and ICD; (3) what exactly is
‘madness’? (4) the medical model; (5) schizophrenia, the official story; (6) schizophrenia, the unofficial
story; (7) emotional disorders; (8) anxiety disorders; (9) dissociative identity disorder; (10) childhood
disorders; (11) the paraphilias; (12); does madness exist? (13) future directions
Seminars: Each of the lectures are expanded upon with the aid of published papers. For the first three
seminars, students will be asked to challenge their concepts of mental illness. They will be asked to
complete an assessed reflexive diary of this process. The seminars that deal with the major illness will
involve examining a case study of a patient with that condition and examining treatment and outcome.
Students will be asked to challenge the traditional thinking.
Teaching: 1 hour lecture and a 2 hour seminar fortnightly.
Learning: Through lectures and seminar activities and formative assessment.
Intended Learning Outcomes
How assessed*
1. The ability to question a traditional approach to mental
illness
1. The reflexive diary, seminars
2. Lectures, seminars, & seen exam
2. Understand the nature and methods of diagnosing and
treating mental illnesses
3. Seminars, seen exam
3. Debating the current status of a specific mental illness
4. Seen exam
4. Exploring new directions in the treatment of mental illness
Formative & Summative Assessment Scheme
Weighting %
Formative
Formative assessment is via a seminar diary reflecting on
readings and debates
Summative
A reflexive diary on challenging perceptions of abnormal
psychology (2,500 words)
50%
2 hour exam (2,500 words)
50%
Reading Lists/Key Texts & Websites
Bentall, R. (2003) “Madness Explained”. Penguin ISBN: 0-140-27540-1.
Davey, G. (2009). Psychopathology. BPS Blackwell.
Valenstein, E.S. (2002). Blaming the brain. Free Press, Boston. ISBN: 0-743-23787-0.
Read, C., Bentall, R., et al., (2004). Models of Madness: Psychological, Social and Biological Approaches
to Schizophrenia. London: Routledge. ISBN: 1-583-91906-6.
Boyle, M. (2002). Schizophrenia: A scientific delusion? London: Routledge. ISBN: 0-415-22718-6.
Kirk & Kutchins (1999). Making Us Crazy: DSM - The Psychiatric Bible and the Creation of Mental
Disorders. ISBN: 0 094 79710 2
Other available textbooks (mostly American):
Comer, R.J. Abnormal Psychology (5th Edn.) New York: Worth. ISBN: 0-7167-5792-3.
Davison, G. Neale, J. & Kring, A. (2004) Abnormal Psychology (9th Edn.) New York: Wiley
Sue, D., Sue, D.W. and Sue, S. (2003) (Understanding Abnormal Behaviour (7th Edn.). Boston: Houghton
Mifflin.
The American Psychological Association (2000). The Diagnostic and Statistics Manual IV-TR Washington,
56
DC: USA.
The National Institute of Mental Health: http://www.nimh.nih.gov/
Learning Resources
The Abnormal Psychology Reader (2009) written by Alison Lee
A folder of copyright cleared journal papers in the library
The NIMH website http://www.nimh.nih.gov/
PS6016-20 MODULE DESCRIPTOR
Code
PS6016-20
Title
Evolutionary Psychology
Subject area
Psychology
Pathway
Psychology
Level
Level 6 (Year 3)
Credits
20
Contact time
39 hours (3 hours per fortnight)
Pre-requisites
Any level 5 PS module
Acceptable for
Psychology: Single and Combined Honours. Biology awards
Excluded combinations
Electives
Core/Optional
Optional
Module Co-ordinator
Dr Gordon Ingram
Description & Aims
This module will examine the evolutionary approach to understanding human and animal behaviour and the strengths
and weaknesses of this approach.
The module’s objectives are:
1.
2.
3.
4.
to enhance students’ awareness of the evolutionary/ultimate level of analysis of internal sates and
behaviour and contrast this with the proximate level
to provide an overview for students of the major theoretical orientations within evolutionary psychology
to develop students’ understanding of the role of empirical evidence in the creation of evolutionary theory
as applied to human and non-human behaviour
to introduce students to the current debates within evolutionary psychology.
Outline Syllabus & Teaching & Learning Methods
Outline Syllabus
A programme of lectures and seminars will address the following topics: one hour lecture and a two hour seminar
fortnightly.
57
The lectures and seminars will cover the following areas:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Evolutionary Psychology – basic concepts
History & criticism of evolutionary approach
Problems of Altruism
Evolution and violence
Kin recognition and social behaviour
Evolutionary Psychology and cognition
Evolutionary Psychology and development
Evolutionary psychopathology
Evolution and emotion
Evolution and ethics
Evolution and individual differences
Teaching: 1 hour lecture and a 2 hour seminar fortnightly.
Learning: Through lectures and seminar activities and formative assessment. Bookable individual tutorials will also
be available. Three multiple choice tests will be used as formative assessment during seminars.
Intended Learning Outcomes
How assessed*
By the end of the module, students will be able to:
1. Understand the Neo-Darwinian principles which have been applied to help understand
human and animal behaviour
CW essay, group
presentation &
2. Examine human and animal behaviour at both proximate and ultimate levels of
causation.
3. Critically evaluate the strengths and weaknesses of the evolutionary approach to
understanding behaviour.
Examination
Formative & Summative Assessment Scheme
Weighting %
Formative
Regular Multiple Choice Test representing the lectures topics and readings. This will
enable students to identify strengths and weaknesses and can be used as a revision
management guide.
Summative
Coursework essay 1500 words
30%
Seminar presentation*
30%
Exam
40%
*Note presentation is assessed via new system of self, peer and tutor assessment
Reading Lists/Key Texts & Websites
Main text:
Workman, L. & Reader, W. (2008) Evolutionary Psychology. Cambridge: Cambridge University Press
Other Reading:
Dunbar, R. & Barrett, L. (2007) Oxford Handbook of Evolutionary Psychology. Oxford: Oxford University Press
Ridley, M. (1993) The Red Queen. London: Penguin
Pinker, S. (2002) The Blank Slate. London: Penguin
Wright, R. (1994) The Moral Animal. New York: Pantheon.
Learning Resources
These will include:
•
•
•
Key texts
Seminar readings
Electronic journals (available through the library)
58
PS6017-20 MODULE DESCRIPTOR
Code
PS6017-20
Title
Criminological & Investigative Psychology
Subject area
Psychology
Pathway
BSc Psychology (Single Hons), Combined Awards
Level
6
Credits
20
ECTS
10
Contact time
39 hours
Acceptable for
Single Hon Psychology & Sociology, Major, Minor & Joint, Psychology Education
Specialised
Excluded combinations
None
Core/Optional
Optional
Module Co-ordinator
Dr. Nicola Weston
Description
This module is concerned with the application of psychological theory to issues arising in legal contexts. Criminological
psychology is concerned with understanding crime and criminal behaviour. It uses a variety of methodological sources ranging
from large-scale surveys such as the British Crime Survey (quantitative) to in-depth interviews (qualitative). Students learn
about data collection using real world examples and the benefits of using a wide range of information sources. Students will
debate the various theoretical approaches to understanding crime, including individual / biological, family, social learning and
cognitive / rational models. Investigative psychology is concerned with the legalities of the criminal justice system and draws
upon related psychological disciplines such as cognitive psychology and clinical psychology for understanding. Using a range
of sources students are required to evaluate developments in investigative techniques (e.g. offender profiling, cognitive
interview, confession management and rational decision making profiles). Topics are approached using contemporary theory
and where appropriate an historical contextualisation will be given.
Outline Syllabus & Teaching & Learning Methods
59
Lecture
Seminar
Introduction and scene setting.
Exploring student aims and objectives. Mapping out the module and
organising presentation groups. Exploring crime seriousness & harm
definition.
Explanations of Crime:
Crime and youths. Exploring social pressures of criminal behaviour.
Critical evaluation of perspectives (in preparation for assessment 2)
Theories and context
The usefulness of crime data
Offender Profiling: Perspectives and
application
Violent Offenders
Deception
Methods in criminological and investigative psychology. Ways of collecting
crime data (i.e. BCS). Usefulness of offending data sources. Refreshing
literature search skills.
Exploring offender profile cases. Preparation for assessment 2 comparing and contrasting different approaches to profiling.
Session debate about the sentencing for offenders, rehabilitation and
imprisonment
Electro-physiological lab work session / activity on deception
Rational decision making: offender
and investigator
Assessment 2: Presentations
Eyewitness testimony
Assessment 2: Presentations
Practical session: Using experiments to explore eyewitness ability
Interviewing techniques and
confessions
Devising and assessing interview schedules.
Skills based activities relating to assessment 1.
(CM/CI/SI)
Vulnerable witnesses/suspects
Psychology and the legal process
Adapting interview techniques for vulnerable victims/witnesses
The role of the expert in criminal investigations. More skills based
activities on writing and presenting case reports (assessment 1 prep)
Psychopathy
Exam preparation and requirements. Integrating topics across the module
– approaches to take.
Terrorism
Re-exploring methods. Value of mixed methods approach to psychology.
Ethical considerations and introduction to new areas such as use of
autopsies.
Intended Learning Outcomes
How assessed*
1. As a knowledge skill, students will be in a position to critically evaluate psychological
theories of criminal behaviour drawing upon appropriate literature and research.
1) Presentation and examination
2. As a knowledge skill, students will gain knowledge and the ability to critically evaluate
psychological theories of criminal behaviour in the light of specialised topics within
criminology.
2) Presentation and examination
3. As a module specific skill, students will explain and evaluate the relationship between
theory and practice, giving examples of developments in investigative psychology (i.e.
offender profiling; cognitive interview).
3) Case report
4. As a module relevant and generic skill, students will apply their knowledge of the
academic literature to a professional style report.
4) Case report
5. As a generic skill, students will obtain information from primary and secondary sources,
including contact with relevant agencies (where appropriate) and / or specialised sources of
information.
5) Case report, presentation and
examination
Formative & Summative Assessment Scheme
Weighting %
60
Formative:
There will be the opportunity for Formative Assessment during seminars. In some seminars
students will be able to evaluate the literature on selected topics and practice writing a case
report. Feedback will contribute towards their understanding of this type of assessment of
which they may be unfamiliar. Students will also be able
No contribution
Summative:
Assignment 1: Case Report
30%
A concise (1500 word) case-report to test students’ ability to apply their knowledge of the
academic literature to a real-life case scenario. Students will be provided with a case study
of a crime and asked to imagine they have been approached by the police to act as an
expert in the field of ‘interviewing’. They can choose to evaluate the reliability of either the
suspect or the witness testimony in the case, using academic research as evidence and
drawing upon their knowledge of what makes a good interview.
Assignment 2: Seminar Presentation
30%
A group presentation based on a critical evaluation of the role of offender profiling in
criminal cases. Each group will present the evidence both for and against the use of
profiling drawing on case studies and literature from both legal and clinical contexts where
appropriate.
Assignment 3: Examination
40%
A two-hour unseen examination where students will answer two essay questions from a
predefined choice of 6 topics. Only topics not covered in assignment 1 and 2 will be
examinable.
Reading Lists/Key Texts & Websites
Key Texts:
Ainsworth, P. (2001) Offender Profiling and Crime Analysis. Willam Publishing: Portland, USA.
Howitt, D. (2002) Forensic and Criminal Psychology. Prentice Hall: London.
Howitt, D. (2009) Introduction to Forensic and Criminal Psychology. Pearson Education: London
Additional Texts:
Ainsworth, P. (2000) Psychology and Crime: Myths and reality. Longman: London
Brookman, F. (2005) Understanding Homicide. Sage Publications: London
Brown, S. (2005). Understanding youth and crime: listening to youth? Open University Press: Maidenheaad.
Canter, D (2009). Investigative Psychology: Offender profiling and the analysis of criminal action. Wiley: Chichester.
Canter, D. and Youngs, D (2007) Applications of geographical offender profiling. Ashgate: Aldershot.
Geen, R. (2001) Human Aggression. Open University Press.
Gudjonsson, G.H. (2003) The Psychology of Interrogations and Confessions: A Handbook. Wiley: Chichester.
Holmes, R.M. and Holmes, S. (2009) Profiling Violent Crimes: An investigative tool. Sage Publications: London.
McGuire, J (2000) Behaviour, crime and legal processes: a guide for forensic practitioners. John Wiley: London.
Memon, A., Vrij, A. and Bull, R. (2003) Psychology and Law: Truthfulness, accuracy and credibility. Wiley: London.
Newburn, T (2007) Criminology. Willan: Cullompton.
Scott, A.J. (2010). Forensic Psychology. Palgrave Macmillan.
Williams, K. (2004) Textbook on Criminology. Oxford University Press: Oxford.
Learning Resources
Periodicals
61
British Journal of Criminology
British Journal of Clinical Psychology
Psychology, Crime and Law
Applied Cognitive Psychology
Websites
http://www.homeoffice.gov.uk/rds/patterns1.html
http://www.port.ac.uk/courses/coursetypes/postgraduate/MScForensicPsychology/
http://www2.le.ac.uk/departments/psychology/postgraduate/forensic
http://www.york.ac.uk/psychology/prospective/postgraduate/taught/afp/
http://www.kcl.ac.uk/prospectus/graduate/clinical-forensic-psychology
MinervaNotes & Guides
PS6018-20 MODULE DESCRIPTOR
Code
PS6018-20
Title
Social Psychology of Peace and Conflict
Subject area
Psychology
Pathway
Psychology
Level
Level 6 (Year 3)
Credits
20
Contact time
39 hours (3 hours per fortnight)
Pre-requisites
PS5004-20 (Social Psychology)
Acceptable for
Psychology: Single and Combined Honours
Excluded combinations
Electives
Core/Optional
Optional
Module Co-ordinator
Mike Cardwell
Description & Aims
This module will examine explanations of human conflict, with particular emphasis on the psychological causes of
genocide and mass killings. The module will also examine the underlying psychology of conflict resolution. The
emphasis throughout the module is on the application of psychology, both theoretical and empirical to the world
around us. Thus, all of the psychology discussed in this course is embedded in real life conflicts.
The aims of this module are to:
1.
2.
3.
Allow students the opportunity to use social psychological knowledge acquired in PS5004 within the
context of real life experiences.
To introduce the concept of historical evidence as a validation of psychological theories, research and
concepts.
To provide students with an understanding of conflict resolution as a psychological technique and as a
transferable skill
62
Outline Syllabus & Teaching & Learning Methods
Outline Syllabus
A programme of lectures and seminars will address the following topics.
Conflict:
•
•
•
•
•
The causes of conflict
The consequences of conflict
Genocide
Psychological analysis of the Holocaust
Intractable conflicts
Peace
•
•
•
•
•
•
Psychological processes in conflict and its resolution
Models of conflict resolution
Conflict resolution in everyday life
Culture and conflict resolution
Nonviolence
Gentle lives and a culture of peace
Teaching: 1 hour lecture and a 2 hour seminar fortnightly.
Learning: Through lectures and seminar activities and formative assessment. Opportunities for individual tutorials will
also be made available to students.
Intended Learning Outcomes
How assessed*
On completion of this module, students should typically be able to:
1. Understand the nature of human conflict and be able to evaluate psychological
explanations of human conflict.
Seminar discussion and
exercises
2. Apply this understanding to a social psychological analysis of a major conflict or
account of a major conflict
Coursework essay
3. Demonstrate an understanding of psychological models and approaches of conflict
resolution and be able to evaluate these models from an empirical perspective.
Examination
Formative & Summative Assessment Scheme
Weighting %
Formative
MCQ tests based on chapter readings using the VLE.
Graded (A-F) 500 word outline of major issues in chosen conflict or Holocaust text
Summative
Coursework essay (3000 words) – either:
•
•
60
Social psychological analysis of a major conflict (e.g. Rwanda, Northern
Ireland) or:
Social psychological analysis of a major Holocaust text (e.g. Goldhagen’s
‘Hitler’s Willing Executioners’, or Browning’s ‘Ordinary Men’.)
Seen examination:
Students will answer two out of four questions from an unseen paper under examination
conditions. The unseen examination will assess the ‘peace’ part of the course.
40
Reading Lists/Key Texts & Websites
Recommended text(s)
Christie, D.J., Wagner, R.V. and Winter, D.D. (Eds) (2001) Peace, Conflict and Violence: Peace Psychology for the
21st Century. Pearson.
Deutsch, M. and Coleman, P. (2000). The Handbook of Conflict Resolution: Theory and Practice. San Francisco:
Jossey Bass
MacNair, R. (2003). The Psychology of Peace: An Introduction. Westport, CT: Praeger.
Holocaust texts:
Browning, C. (1992) Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland. New York: Harper
63
Perennial
Goldhagen, D. J. (1996). Hitler’s Willing Executioners: Ordinary Germans and the Holocaust. New York: Vintage
Lifton, R.J. (1986). The Nazi Doctors: Medical Killing and the Psychology of Genocide. New York: Basic Books.
Learning Resources
These will include:
•
•
•
Key texts
Seminar readings
Electronic journals (available through EBSCO)
PS6023-20 MODULE DESCRIPTOR
Code
PS6023-20
Title
Neuropsychology
Subject area
Psychology
Pathway
Psychology
Level
6 (Year 3)
Credits
20
Contact time
39 hours (3 hours per fortnight)
Pre-requisites
PS5006-20
Acceptable for
Single Hon Psychology, Major, Minor & Joint, Biology awards
Excluded combinations
Electives
Core/Optional
Optional
Module Co-ordinator
Dr Alison Lee
Description & Aims
The module utilises the case study method of neuropsychology as an introduction to the employability area of
Clinical Psychology. The lectures follow the major areas of Neuropsychology including memory deficits, the
agnosias, perception and spatial deficits. This module builds on the themes expressed in Biological and Cognitive
Psychology.
Outline Syllabus & Teaching & Learning Methods
Lectures:
(1) An introduction to the case study method of clinical psychology; (2) Data collection in clinical neuropsychology;
(3) Blindsight; (4) agnosia; (5) prosopagnosia; (6) acquired alexias and dyslexias; (7) memory deficits; (8) unilateral
neglect; (9) Parkinson’s disease; (10) the split brain patients; (11) global brain injury and recovery; (12) frontal lobe
injury; (13) consciousness
Seminars: Each of the topics above will be focussed on using the single case method. The students will have the
opportunity to see and use the neuropsychological tests used on the original patients. Students will also be required
to read and talk about some of the original case study literature.
Teaching: 1 hour lecture and a 2 hour seminar fortnightly.
Learning: Through lectures and seminar activities and formative assessment.
64
Intended Learning Outcomes
How assessed*
1.
The ability to source and write an essay in neuropsychology using primary
sources
1.
Coursework essay,
seminars
2.
Understand the nature and methods of diagnosing behavioural syndromes
after acquired brain injury
2.
Lectures, seminars and
coursework essay
3.
Develop an understanding of the role of a clinical neuropsychologist
3.
Lectures, seminars, both
assignments
Formative & Summative Assessment Scheme
Weighting %
Formative
Assessed case study summaries
Summative
1st assessment: a 2,500 word essay
50
nd
2 2-hour seen exam
50
Reading Lists/Key Texts & Websites
David Andrewes (2012, 3rd Edition) Neuropsychology: From Theory to Practice. Psychology Press, Guildford.
G Neil Martin (2008, 2nd Edition) Human Neuropsychology by G Neil Martin (2nd edition)
Bryan Kolb & Ian Q Whishaw (2008, 6th Edition) Fundamentals of Human Neuropsychology. Freeman, New York,
USA.
Peter Halligan, Udo Kischka & John Marshall (2003) Handbook of Clinical Neuropsychology. Oxford University
Press, Oxford.
Todd Feinberg & Martha Farah (2003, 2nd Edition) Behavioural Neurology &
Neuropsychology, McGraw-Hill, New York, USA.
Chris Code, Claus-W Wallesch, Yves Joanette & André Roch Lecours (Eds.) (1996) Classic Cases in
Neuropsychology. Psychology Press, Hove.
Chris Code, Claus-W Wallesch, Yves Joanette & André Roch Lecours (Eds.) (2002) Classic Cases in
Neuropsychology Volume 2. Psychology Press, Hove.
Oliver Sacks (1985) The man who mistook his wife for a hat. Picador, London ISBN:
VS Ramachandran & Sandra Blakeslee (1998) Phantoms of the Brain. 4th, London.
VS Ramachandran (2004) A brief tour of human consciousness. Pi Press, New York.
Journals:
Neuropsychologia (BSU Library)
Annual Review of Neuroscience (BSU library)
Neuropsychology (BSU library)
Social Cognition and Affective Neuroscience (BSU Library)
Learning Resources
The Neuropsychology Reader (2009) written by Alison Lee
A folder of copyright cleared journal papers in the library
Free to access journals such as Cortex (www.cortex-online.org)
65
PS6024-20 MODULE DESCRIPTOR
Code
PS6024-20
Title
Individual Differences: Classic and Contemporary Debates in Personality and
Intelligence.
Subject area
Individual Differences
Pathway
Psychology
Level
6 (Year 3)
Credits
20
Contact time
39 hours (3 hours per fortnight)
Pre-requisites
PS4001-40 plus any level 5 module
Acceptable for
Psychology Single Hons, Psychology, Major, Minor & Joints
Excluded combinations
Electives
Core/Optional
Core for Single Hons Psychology: Optional for Major, Minor & Joints
Module Co-ordinator
Dr. Diane Stevens
Description & Aims
This module aims to critically evaluate the major approaches to personality and intelligence by examining the
strengths and weaknesses of the various psychological approaches to individual difference research and theory.
Essentially it looks at the ways in which psychologists past and present have tried to understand why people have
different motivations, personalities and abilities. As there are widely different views on this matter this module adopts
a ‘dialectic’ approach, seeking to understand what the key researchers have argued by looking a series of debates,
assessing the arguments, evaluating the evidence – effectively putting such psychologists to ‘proof’.
It was designed using the BPS syllabus, but takes the issues of personality development further by bringing in newer
work on the social construction of such phenomena, and explores is detail the methodological, conceptual and sociopolitical issues surrounding individual differences research.
The objectives of this modules are
1. To enhance students’ understanding of the major theoretical approaches to understanding the ways in which
individual differ in terms of their personality, intelligence and abilities.
2. To help students adopt a critical stance towards the methodological and ethical issues inherent in measuring
human qualities and abilities.
3. To develop students’ understanding of how individual differences research
implications
has both social and political
4. To facilitate student confidence in debating contentious aspects of this field, both individually and collaboratively,
through self presentation and written activities.
Outline Syllabus & Teaching & Learning Methods
Outline Syllabus
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A programme of lectures, seminars, debates and journal clubs will address the following topics:
•
•
•
•
•
•
•
•
•
The nature and range of personality theories, and different approaches to emotion and motivation
Major approaches and theorists in understanding personality, such as Freud and the post-Freudians,
Behaviourist and social behaviourist approaches, Trait and type theories, Humanistic and existential
approaches, Cognitive approaches, and Social constructionist challenges to personality theory
Accounting for variations in personality using genetic and evolutionary explanations, exploring temporal
and situational consistency of individual differences, and reviewing the relationship between temperament
and personality
Psychometrics and test theory
The nature of intelligence and the origins of intelligence testing
The controversy of general and special abilities and multi-factor views of intelligence
Controversial issues such as the race and IQ debate and gender differences in cognitive abilities
The socio-political aspects of individual differences research and the role of psychologists and the question
of political/moral neutrality
The interface of individual differences research and the ‘real-world’ (occupational selection, health
inequalities, social policy etc).
Teaching and Learning Strategies
The programme will consist of thirteen fortnightly 1 hour whole-group sessions, which may take the form of EITHER a
lecture OR a student-run assessed debate, plus thirteen fortnightly 2 hour small-group teaching sessions, which will
take the form of EITHER a seminar supporting a lecture, OR a journal club supporting a debating activity. The
module will be supported by a detailed module handbook, setting out the recommended reading and practical
activities, fully supported by electronic resources on MINERVA
Lectures will provide overviews of the main BPS syllabus relating to this subject area, whereas debates will involve
students applying this knowledge in the form of a formal structured assessed debate in front of their peers. Seminars
will involve activities such as evaluating research materials used in individual differences research and measurement
(intelligence and personality tests, for example) and journal clubs will involve student-led in-depth discussion of
primary research papers related to controversial debates in this field.
Intended Learning Outcomes
How assessed*
At the end of this module students should be able to:
1. Demonstrate critical awareness of the methodological problems and ethical dilemmas
inherent in psychological research in sensitive domains
Debate
2. Critically evaluate the major approaches to personality and intelligence
Examination
3. Examine the strengths and weaknesses of the various psychological approaches to
individual differences research and theory
Debate and
examination
4. Understand the methodological, conceptual and socio-political issues surrounding
individual differences research
Debate and
examination
5. Collaborate effectively with other students to debate a contentious issue this domain
Debate
Formative & Summative Assessment Scheme
Weighting %
Formative
This takes the form of students preparing and running journal clubs, giving them the
opportunity to gain feedback on their developing understanding of key papers in this field,
specifically papers related to the assessed debates. Feedback and guidance is given on
their performance, both by the tutor and their peers, and students are given the
opportunity to relate the papers back to the key theories expounded in the module, thus
aiding preparing for the examination.
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Summative
1. Debate (group mark)
Students work collaboratively and share the marks for the debate. The debate is
assessed 80% on the basis of content (tutor graded) and 20% on the basis of audience
impact (peer graded).
50%
2. 2 hour unseen examination
Students have to answer two questions, one on personality, the other on intelligence and
abilities, thus ensuring the students cover the main aspects of the syllabus.
50%
Reading Lists/Key Texts & Websites
Main text:
Maltby, J., Day, L. and Macaskill, A (2010) Personality, Individual Differences and Intelligence. Harlow, Essex:
Pearson Education Ltd.
Reading list:
Cooper, C. (2002). Individual Differences (2nd ed.). London: Arnold
Cooper, C. & Varma, V. (Ed). (1998). Processes in Individual Difference. London: Routledge.
Dennis, I and Tapsfield, P. (1996) Human Abilities: Their Nature and Measurement. N.J: Lawrence Erlbaum
Associates
Pervin, L.A. (2003) The Science of Personality (2nd edition) Oxford: Oxford University Press.
Phares, E.J. and Chaplin, W.F. (1997) Introduction to Personality. Harlow: Longman
Richardson, K. (1991) Understanding Intelligence. Milton Keynes: Open University Press
Richardson, K. (2000) The Making of Intelligence. Columbia University Press: New York.
Saklofske, D. and Zeider, M. (1995) International Handbook of Personality and Intelligence. London: Plenum Press
Learning Resources
These will include:
•
•
•
•
Key texts
Seminar and journal club readings
Psychometric materials
Electronic journals (available through the library)
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PS6026-20 MODULE DESCRIPTOR
Code
PS6026-20
Title
Counselling Psychology
Subject area
Psychology
Pathway
Psychology
Level
Level 6 (Year 3)
Credits
20
Contact time
39 hours (3 hours per fortnight)
Pre-requisites
PS4001-40 plus any Level 5 Psychology module
Acceptable for
Psychology: Single and Combined Honours
Excluded combinations
Electives
Core/Optional
Optional
Module Co-ordinator
Dr Robert Irwin
Description & Aims
This module aims to provide students with a critical introduction to counselling psychology. Successful completion of
this module does not constitute a professional qualification in either counselling or counselling psychology. However,
this module will introduce students to some of the key issues and debates informing the application of psychology in
therapeutic practice.
The module’s objectives are:
1. to enhance students’ awareness of the scope of practice and professional responsibilities of the
counselling psychologist.
2. to provide an overview for students of the major theoretical orientations to practice in
counselling psychology.
3. to enhance students’ understanding of the scientist-practitioner model and its significance in
applied psychology.
4. to develop students’ understanding of the role of empirical evidence in the creation of theory
and the development of practice, and how theory informs the collection and interpretation of
evidence in professional practice.
Outline Syllabus & Teaching & Learning Methods
Outline Syllabus
A programme of lectures and seminars will address the following topics.
•
•
•
•
•
•
•
•
•
•
•
Counselling psychology, psychotherapy and counselling - differences & similarities
Evidence based practice: Do psychological therapies help?
The therapeutic relationship
The psychodynamic approach
The cognitive behavioural approach
The humanistic approach
The counselling psychologist as scientist practitioner & reflective practitioner
Professional and ethical issues in counselling psychology
Principled objections to psychological therapy
Brief therapy
Solution focused therapy
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•
The future of counselling psychology
Teaching: One lecture followed by a two hour seminar fortnightly.
Learning: Through lectures and seminar activities. Opportunities for individual tutorials will also be made available to
students.
Intended Learning Outcomes
How assessed*
On completion of this module, students should typically be able to:
1.
2.
3.
4.
recognise the importance of professional standards and ethical practice in the
work of the professional psychologist.
evaluate critically a number of theoretical perspectives informing the practice of
counselling psychology.
evaluate critically the scientist-practitioner model.
outline and discuss critically the research paradigms and methods used in
psychological therapies.
Formative & Summative Assessment Scheme
Exam/Coursework
Examination
Exam/Coursework
Exam/Coursework
Weighting %
Formative
Seminar presentation of findings of literature review
Summative
Coursework comprising:
•
50%
Literature review* (2000 words) and Critical Evaluation (500 words)
*topic to be negotiated with seminar leader
Examination:
Students are required to answer two out of six questions from an unseen paper under
examination conditions.
50%
Reading Lists/Key Texts & Websites
British Psychological Society, Division of Counselling Psychology (2005) Professional Practice Guidelines. Leicester:
The British Psychological Society.
Cooper, M. (2008) Essential Research Findings in Counselling and Psychotherapy: The Facts Are Friendly. London:
Sage (in association with the BACP).
Orlans, V. and Scoyoc, S. (2009) A Short Introduction to Counselling Psychology. London: Sage.
Woolfe, R., Strawbridge, S., Douglas, B. and Dryden, W. (eds) (2010) Handbook of Counselling Psychology, 3rd ed.
London: Sage.
Learning Resources
These will include:
•
•
•
•
Key texts
Seminar readings
Publications from professional organizations such as the BPS and BACP
Electronic journals (available through the library)
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Appendix 3. Working with psychology after graduation
Places graduates work
We have been collecting information about where our graduates work for a number of years.
This primarily relies on our graduates informing us of their post university career pathways
and surprisingly a high number of students manage to keep in contact. Many of our exstudents are currently collecting the relevant experience needed for placement on the BPS
professional psychology masters and doctorates. The average age for successful
application to any of the BPS – Chartered Clinical programmes is around 27. This means
the average graduate has to have a total of six years working with the type of people they will
encounter during their training. Many of our graduates wish to work in mental health but to
achieve this successfully it is recommended by the British Psychological Society (BPS) that
graduates obtain as much experience (both varied and yet relevant and appropriate) as
possible. As a consequence of this we have had students volunteering (during their degree
as well as after it) for organisations as varied as ‘Childline’, ‘The Samaritans’ and ‘Talk to
Frank’ – the drugs helpline. We currently have two students working as nurses (one in Stroke
Rehabilitation, one in an Addiction Clinic) because they eventually wish to apply for Clinical
Psychology Doctorate programmes. We have several working in mental hospitals in jobs
from orderly to assistant psychologist in preparation for their application. It is interesting that
this sort of work is not classed as ‘working in psychology’ although this is the graduate’s
ultimate aim. For other professional degrees, this is the same situation. We have prison
‘befrienders’, and prison tutors who have graduated in psychology, who ultimately wish to
study on the BPS Forensic Psychology Doctorates. Some graduates (pre-GBC in
Psychology at Bath Spa) have chosen to do the BPS conversion course to get this status:
which is also necessary for the applied second degrees. A further few have been successful
after gaining several years of this basic experience in working as Assistant Psychologists –
seen as the final step before successful application to the BPS Chartered degrees.
Current students volunteer in befriending schemes for those with learning difficulties or
psychiatric problems: students have also registered as prison visitors. Here at Bath Spa
University, recent graduates who intend to eventually train to be clinical psychologists have
ended working in areas as diverse as:
One-on one training of a child with learning difficulties;
Two graduates have worked as an assistant to staff in the local hospital’s neurology ward;
several are working at residential homes for those with psychiatric problems;
one student last year worked with mentally-ill prisoners; two are working for a residential
home for people needing neuro-rehabilitation after a stroke.
There are many other students who are using their undergraduate degree to enable them to
gain experience of working with a clinical population. This makes them a stronger candidate
for graduate jobs that formalise this experience and are the first step towards postgraduate
qualification. The job that best prepares graduates for a D.Clin.Psychology is that of
Assistant Psychologist. Furthermore, some graduates have been successful at gaining a
D.Clin.Psychology place after doing gobs such as nursery worker, or telephone helpline
operator.
The majority of graduates will not become professional psychologists. Hence there have
been students moving into counselling (a couple have trained at Goldsmith’s College,
University of London, as well as more local providers). Many students choose to do PGCEs
and although several of these are again ‘experience collecting’ for Educational Psychology
courses, many have chosen to remain in this profession. Two graduates from over five
years ago continue to teach A-level Psychology in local schools. Other students go into
management and human resource jobs. Psychology seems to be an attractive option here
although further training is needed to progress to the higher levels of these occupations.
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Graduates in pursuit of an applied or professional career in psychology will find that
postgraduate study is necessary. The demand for postgraduate study outweighs the number
of places available: something like 3 or 4 applicants for every place on a Doctorate in Clinical
Psychology. The following section offers relevant information about the different professional
and applied areas within Psychology.
Clinical Psychology
To be a Clinical Psychologist, a Doctorate in Clinical Psychology (D.Clin. Psychol.) is
required. A 2:1 or above in a GBC-recognised degree is only the first step for applying.
Graduates will also need ‘relevant experience’ and, as part of that experience evidence
demonstrating abilities as a ‘scientist-practitioner’ –in other words, demonstrating the ability
to contribute towards the existing knowledge/research base of clinical psychology.
‘Relevant experience’ in this context means evidence of working successfully with the type of
client encountered during training. There are two ways of gaining experience: (a) opportunity
to be in paid employment working with people who have mental health difficulties; (b)
volunteer for any charity that works in this field.
Forensic Psychologist
Forensic psychologists work mainly within the prison and probation services with offenders,
but the NHS also recruits people. Forensic Psychology deals with people who may suffer
from depression, anxiety and other mental disorders as well as things like anger or fear. As
in other branches of clinical psychology, the forensic psychologist works one-on-one with an
offender, but must also interact with the rest of the prison service. To gain access to training
as a forensic psychologist a good GBC recognised degree and relevant experience are
necessary. This experience involves working with the population that will be encountered as
a trainee. As in other clinical psychology posts, a post as an Assistant Forensic Psychologist
is recommended.
Training to be a professional forensic psychologist normally starts with an MSc which
provides grounding in relevant theory. Following this a period of 2 years working for a
Chartered Forensic Psychologist is required before this position can be considered for
application. Another route would be to apply for a doctorate (ForenPsyD).
Educational Psychologist
The BPS recommend applying for a Doctorate in Educational Psychology (DEDPsy) once a
2:1 or 1st class GBC-eligible degree has been attained. This should be further supplemented
with two years of experience of working with children and young people (within the 0-19
years of age) within educational, childcare or community settings.
The twelve centres that offer the DEDPsy route all stress that successful applicants should
understand the policies and role of an Educational Psychologist before application. This
suggests that it is important to try and find work, again possibly voluntary with an Educational
Psychologist. The relevant experience required is similar to that for Clinical Psychology, with
the addition that teaching counts as relevant experience. To teach with only a Psychology
degree the addition of a Postgraduate Certificate in Education (PGCE) is required.
Occupational / Organisational Psychology
Occupational psychologists are concerned with assessing people in the workplace and how
they perform during training. They are involved in the recruitment of people for different
posts via psychometric testing. They can be employed by organisations as a means to
improving work efficiency. An MSc and then work for two years under a Chartered
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Occupational Psychologist is required. Unlike clinical psychology, a GBC degree is not
normally required but a good honours degree and at least three years of relevant experience
is necessary.
Health Psychologist
Health Psychologists work in a variety of areas which include helping people to manage their
illnesses, encouraging people to maintain healthy behaviours, conducting research in the
area of health psychology and working with other professionals to develop health related
policy.
There are two routes to becoming a Chartered Health Psychologist. Both routes involve two
stages of training, known by the BPS as ‘Stage 1 Training’ and ‘Stage 2 Training’. To
complete Stage 1 Training either a pass in a Stage 1 Qualification OR completion of a BPS
accredited Masters in Health Psychology is necessary. Stage 1 training is followed by Stage
2 training. This stage of training also has two options. The first is completing a BPS
accredited Stage 2 Programme in Health Psychology. This is known as the university route
and typically means registering for a university course for a period of three years: involves
attending classes whilst working. This course will lead to a Doctorate in Health Psychology
as well as accreditation as a Chartered Health Psychologist.
It is possible to complete the BPS Stage 2 Exam instead and is known as the BPS route.
The BPS Stage 2 exam requires work at doctoral level although it will not provide the title of
Doctor. Both options at stage two will involve supervision by at least one Chartered Health
Psychologist.
Counselling Psychologist
Counselling psychology is a relatively new area of applied psychology in the UK.
Counselling psychologists integrate psychological theory and research in their therapeutic
work with clients with emotional and psychological problems. These problems may range
from acute distress associated with certain life events to complex mental health problems.
The work of the counselling psychologist requires a high level of self-awareness and
exemplary communication skills. Counselling psychologists work in a wide range of sectors
including industry, commerce, the health service, prison service, education and private
practice.
A qualification in psychology provides Graduate Basis for Registration which is needed to
become a counselling psychologist. There are two training routes. The first route involves
taking a BPS accredited course (at doctoral level) to fulfil the Qualification in Counselling
Psychology. The second is an independent route: this allows for the construction of a
training plan with the help of a co-ordinator of training.
Counselling psychology training courses usually require applicants to have completed a
basic counselling skills course.
Sports Psychologist
Sports psychology is a branch of sports science involved primarily in helping athletes
perform at their optimum. There are also sports psychologists working to help people
engage in more exercise and increase physical (and mental) well-being. This is one of the
few areas of professional psychology not entirely accredited by the BPS – most jobs require
accreditation with The British Association of Sport and Exercise Science (BASES). Some
institutions offer BPS as well as BASES accreditation provided the undergraduate degree
has GBC. Previous relevant experience (volunteering for summer camps, or running things
like children’s football clubs) is an advantage.
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Getting a PhD
To follow a career in academia post graduation, a Doctorate of Philosophy (PhD or DPhil) is
required. Most psychology departments with eligible supervisors consider students as
eligible to do a PhD with a 1st or 2:1 psychology degree (with research methods). Working
closely with one or two academics, psychological knowledge that already exists can be
expanded through the completion of a 100,000 words thesis.
Psychological therapist
In 2007 the Government announced its intention to fund the training of 8000 new
psychological therapists as part of its Improving Access to Psychological Therapies (IAPT)
initiative. Psychological therapists provide cognitive behavioural therapy for clients
presenting predominantly with depression and/or anxiety disorders. There are two types of
therapist working in IAPT services: high intensity therapy workers and low intensity therapy
workers. The former assess and provide therapy to clients with moderate or severe mental
health problems, the latter assess and support people with common mental health problems
in the self-management of their problems. Psychology graduates can apply for a low
intensity therapy trainee post. However, psychology graduates with a professional
qualification in nursing, social work or counselling can apply for high intensity trainee
positions. It is helpful to have a basic counselling skills qualification which can be delivered
on a part-time basis as evening classes at Further Education colleges.
Counselling & Psychotherapy
Counselling and psychotherapy are often taken up as a second career. For this reason most
training courses are part-time and usually in the evening or day release. The quality of
training courses varies considerably and it is advisable to consider courses that are
accredited by professional organizations such as the British Association for Counselling and
Psychotherapy (BACP) or British Association for Behavioural and Cognitive Psychotherapies
(BABCP).
Training requires students to integrate academic study, activities designed to promote
personal awareness and development, and experiential learning acquired through
supervised practice in placements. Most courses require students to undergo personal
counselling and psychotherapy. Qualified counsellors work in many different settings
(including voluntary sector organizations, the health service, education and private practice).
Using psychology towards other social science work
Psychology degrees can also contribute towards other related careers and non-related
careers. For instance past Bath Spa psychology graduates have gone to work as nurses,
probation officers or joined the police force. The transferrable skills attained whilst studying
for a degree in psychology can be applied to:
•
Business and Industry
•
Information Technology
•
Human Resources
•
Social Work
•
Branches of the Criminal Justice System
•
Media
•
Health Care Services
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Psychology is also a useful skill for management or human resources. Such jobs will
generally only require psychology as an undergraduate skill, but it is important that it is
stressed on application forms the skills thought to be key skills that potential employers are
considering. When graduates in psychology apply to a nursing recruitment agency it is
important that they can disseminate the transferrable skills considered pertinent rather than
naming set modules taken within a psychology programme. For instance emphasising
knowledge of the central nervous system, physiology and function are key skills rather than
stressing the module ‘Biological Psychology.’ Likewise when applying to be a teacher,
declaring the module ‘Cognitive Psychology’ is meaningless to potential employers unless
transferrable key skills such as knowledge of how people best learn and remember
information are mentioned.
Below are two examples of such career pathways.
1) Nursing
To work as a nurse in the UK a degree or diploma in nursing (the “pre-registration”
programme) which leads to registration with the Nursing and Midwifery Council is required.
Degrees or diplomas in nursing comprise of 50% theory and 50% practice with time split
between the higher education institution which runs the course and practice placements in
various healthcare settings. Pre-registration degrees and diplomas are offered in four
“branches” of nursing: adult; children (paediatric); learning disabilities; and mental health. A
few courses also offer a choice of combining training in social work with mental health
nursing or learning disabilities nursing.
Some higher education institutions offer accelerated programmes for graduates who hold a
health related degree. These are shortened programmes leading to qualification in one of
the four branches of nursing listed above. Accelerated courses are at least 24 months in
duration. Following successful completion of a pre-registration programme many nurses
obtain further qualifications in specialist areas of practice. Qualified nurses work in many
different sectors including the NHS, armed forces, prison service, social care and the private
healthcare sector. Every year many UK nurses also obtain employment overseas.
2) Police Force
Taking up a career in the police force is certainly an option to students with psychology
degrees although having a degree is not a formal entry requirement. Roles in the police
force can be varied and may include working as a police officer, support roles, police
community support officers and work in more specialist areas. This can include paid or
voluntary experience of working with individuals or groups in the community such as working
with a local youth group. Transferrable skills and knowledge from the social psychology
aspects of a psychology degree may be of particular use here. Although psychology is not a
requirement, it might be seen as an advantage.
Postgraduate study in Psychology at Bath Spa
Psychology at Bath Spa University offers a Masters degree (MSc) in Principles of Applied
Neuropsychology. You might like to consider staying on and studying ‘Principles of Applied
Neuropsychology’ after your Psychology degree. This course aims to help you bridge the
gap between your BSc and securing employment as an assistant psychologist or starting
your doctoral studies. The course will enhance and refine your existing knowledge of
neuropsychology and abnormal psychology (psychopathology) and give you new skills that
will help you to meet the demands of a PhD or professional doctorate.
Of course, it just might be that you have enjoyed the clinical modules of your degree and you
simply want to learn more. Or perhaps you did not study as much Neuropsychology as you
would have liked in your degree. Neuropsychology is interesting and still mysterious; we can
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understand if you simply want to learn more about the way the brain works. You do not have
to have a clinical ambition to do this course. We will show you transferable skills such as
writing for science magazines and debating a perspective that are simply useful skills. It
might be that you are interested in a certain neurological of psychopathological condition and
want to understand more about it. It might even be that you want to further explore the area
you touched upon in your final year dissertation. What matters most is your desire to learn
more about neuropsychology and the ways it can be used. The study of neuropsychology is
a fast-growing area. We offer you a chance to be a part of this.
The MSc course team members are all active researchers some with international research
links (for example, with Boston University’s Vision and Cognition lab) as well as links with
other British universities. Psychology was successfully entered for the RAE 2008 (Research
Assessment Exercise) with 70% of the research submitted judged to be at the level of
‘international recognition’ or of ‘international excellence We have a Psychology Research
Group, which is a group of people who collaborate on research projects. Currently funded
projects involving the course team include looking at the effects of patient activism on
medical care. The MSc comes under the auspices of the Taught Postgraduate Framework of
Bath Spa University which is administered by the Graduate School
http://www.bathspa.ac.uk/schools/graduate-school/ A copy of this document available for
you to consult on the MSc Minerva site.
If you would like to know more about postgraduate study in Psychology at Bath Spa, then
please contact Dr Alison Lee (01225 875726; a.c.lee@bathspa.ac.uk).
To discuss career options in general, it’s recommended that you contact your personal tutor
and/or the careers service.
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