Module Descriptions: First Semester: 2015-16
PS214 Developmental Psychology 1 (5 ECTS)
Module Coordinators: Dr. Michael Hogan and Dr. Caroline Heary
Module objectives
The overall objective of this module is to introduce students to key concepts and research in the
study of developmental psychology, with particular focus on cognitive development, social and
emotional development and gender development.
Learning outcomes
Upon completion of this module you should be able to:
 Describe the features of a life-span perspective on development
 Describe developmental change in various domains
 Discuss change and growth as ongoing processes
 Discuss the ecology of development
 Understand and explain the interaction of biological and environmental influences on
development
 Evaluate factors that contribute to developmental change
 Synthesise competing perspectives on cognitive and psychosocial development
Basic Reading
Shaffer, D. & Kipp, K. (2010). Developmental Psychology, Childhood and Adolescence. Wadsworth.
Additional, topic-related reading lists are provided during the course.
Evaluation
One two-hour examination at the end of Semester.
PS220 Psychology of Learning (5 ECTS)
Module Coordinator: Dr. Ian Stewart
Module objectives
This module examines theoretical developments in the psychology of learning from a behaviour
analytic perspective. It provides definitions of the basic behavioural terminology and an
overview of the emergence of the experimental analysis of behaviour. By focusing on
theoretically important experiments, it traces the evolution of behaviour analytic research,
starting with animal-based work utilizing simple classical and operant conditioning paradigms
and finishing with an examination of modern behaviour analytic investigations into language
and higher cognition in humans. The strong scientific tradition of behaviour analysis is
emphasized, as evidenced by rigorous measurement of behaviour, precise specification of
methods, and careful interpretation of outcomes.
Learning outcomes
Upon completion of this course students should be able to:
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Define key processes within behavioural psychology including, for example,
reinforcement, punishment, extinction, habituation, operant, discrimination, generalization,
discriminative stimulus, shaping, fading, etc.
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Describe a number of key experiments in the history of behavioural psychology that have
contributed to the current corpus of scientific knowledge within behavioural analysis
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Evaluate the theoretical and philosophical basis of behaviour analysis as an approach to
psychology
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Describe the key theoretical features of Relational Frame theory (RFT) as a modern
behaviour analytic approach to language and cognition
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List and describe a number of key areas in which RFT research is currently being applied
Basic Reading
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Ramnero, J. & Torneke, N. (2008). The ABCs of Human Behavior: Behavioral Principles
for the Practicising Clinician. Context Press / New Harbinger.
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Torneke, N. (2010). Learning RFT. Oakland, CA: New Harbinger.
Additional Reading
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Baldwin, J.D. & Baldwin, J.I. (2001). Behavior Principles in Everyday Life (4th Edition).
NJ: Prentice Hall.
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Catania A. C. (2012). Learning. 5th Edition. Sloan Publishing.
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Chance, P. (1998). First Course in Applied Behavior Analysis. Pacific Grove, CA:
Brooks/Cole.
Additional, topic-related reading lists of books and papers will be provided online.
Evaluation
One essay for completion by mid-semester (25%); One two-hour examination at the end of
Semester 1 (60%); Web-based tutorial to be completed during the semester and before the
examination (15%).
PS3100 Historical and Conceptual Issues in Psychology (5 ECTS)
Module Co-ordinator: Dr Denis O’Hora
Module Objectives
This module traces the main developments in the history of psychology and conceptual issues
introduced when one studies human behaviour.
Psychology¹s origins in philosophy and physiology are discussed and particular attention is paid
to the emergence of the autonomous, experimentally-based discipline of psychology in the late
nineteenth century and the rise of schools of psychology in the early twentieth century.
Learning Outcomes
Upon completion of this course you should be able to:
* Describe the development of psychology during the 20th century
* Provide a detailed appreciation of one theme in 20th century psychology (e.g., early psychology,
behaviourism, the role of women, cognitive
science)
* Describe Conceptual issues in psychology
* Provide a detailed appreciation of one conceptual issue in psychology (e.g., the mind-body
problem, issues in the philosophy of science, cognition as computation)
Basic Reading
Current Issues: Readings for the current issues section of this module will be prescribed by the
lecturer and provided on Blackboard.
History of Psychology: Readings will be prescribed in each lecture.
In addition, the following texts are recommended:
Farrell, M. (2014). Historical and Philosophical Foundations of Psychology. Cambridge
Hughes, B. M. (2011). Conceptual and Historical Issues in Psychology.(D.
D. Upton, Ed.) (1st ed.). Prentice Hall.
Benjamin, L. T. (2006). A History of Psychology in Letters (2nd Ed.).
Blackwell: Malden, MA.
Evaluation: One 2-hour examination at the end of the Semester.
PS322 HEALTH PSYCHOLOGY (5 ECTS)
Module Co-ordinator: Ms. Anne Marie Keane BA, MLitt & Dr. Sinead Conneely
Module objectives:
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To highlight the importance of biological, psychological and social factors acting together on
health and illness
To gain an appreciation of the impact of stress and emotions on health and the development
of illness
To inculcate an understanding of how health beliefs and habits impact on risky behaviour in
young people
To understand the nature of pain and the role of psychology in ameliorating the effects of
chronic pain
To appreciate the nature of doctor-patient communication and its potential impact on patient
satisfaction and compliance
To understand fundamental contributions to the field from diverse subfields within
psychology while focusing on recent research in specific applied areas
Description: This course draws on a variety of subfields in psychology to impart an understanding
of how psychological factors contribute to and are affected by health, illness, and health care. The
course is organised into the following sections: introduction to health psychology and the key
models of health and illness; stress and its impact on health and illness, including moderators of
the stress experience; health-related behaviour, the factors that influence it and the ability of
health-behaviour models to predict it; pain and its management; doctor-patient communication,
styles of communication and their impact on patient satisfaction and compliance; and current
issues in applied health psychology.
Learning outcomes:
On completion of this module students will be able to:
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Understand the role of biological, psychological and social factors in health, illness and health
care delivery contexts
Understand the nature of stress and its psychobiological consequences
Describe and critically assess the ability of current theories of health-related cognition to
predict behaviour
Understand the application of psychological process in the management of chronic illness and
health care delivery
Basic Reading: Morrison, V. & Bennett, P. (2012). An introduction to health psychology. 3rd edition,
London: Pearson/Prentice Hall
Additional topic-related reading lists are provided during the course.
Evaluation: One 2-hour examination at the end of the Semester.
PS334 APPLIED BEHAVIOUR ANALYSIS (5 ECTS)
Module Coordinator: Dr Geraldine Leader
“Applied Behaviour Analysis” (ABA) is the process of systematically applying interventions based
upon the principles of learning theory to improve socially significant behaviours. The effectiveness
of ABA has been shown in a wide range of areas including education, special education,
organizational management, parent training, occupational safety, sports psychology and clinical
psychology. While ABA can be used with a wide range of human behaviours, it is often
recommended as the best-practice approach for working with people with intellectual disabilities
and/or pervasive developmental disorders (e.g., autism). This module provides an introduction to
the field of applied behaviour analysis. It will examine the applications of applied behaviour
analysis to the field of rehabilitation, education and developmental disorders.
Learning Outcomes:
On successful completion of this module students should be able to:
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Understand the theoretical underpinnings of applied behavioural analysis
Evaluate the principles and procedures of applied behavioural analysis
Analyse the effectiveness of applied behavioural analysis in education and clinical
psychology
Appraise the effectiveness of early behavioural intervention as a treatment for autism
spectrum disorder
Basic reading:
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Miltenberger, R., G. (2004). Behaviour Modification: Principles and procedures, 3 rd ed.
Belmont, CA: London.
Cooper, J. O., Heron, T. & Heward, W. (2007). Applied behaviour analysis. Columbus, OH:
Merrill.
Evaluation: One 2-hour examination at the end of the Semester.
PS403 Biological Psychology (5 ECTS)
Module Coordinator: Ms. Anne Marie Keane BA, MLitt
Description
This module will provide students with a good understanding of the biopsychological basis of
behaviour. The structure and functions of the nervous system are reviewed, along with its modes
of communication and the nature of the interaction of drugs with these systems. It will also
examine the biopsychological basis of schizophrenia and of sleep, the higher level cognitive
function of memory, and the health effects of long-term stress.
Module objectives
 To introduce the relation between the nervous system and behaviour – and more
specifically between brain and cognition – to thus encourage a biological perspective on
psychological function
 To introduce the concept of localized or modular brain function and to then develop the
contrasting but nonetheless key concept of distributed brain function with reference to
complex disorders of the brain e.g. schizophrenia
 To impart to students the distinct roles and contributions of the various brain systems
that collectively mediate higher level cognitive functions (e.g., memory)
 To encourage students to think in a critically evaluative way about empirical research in
the biological psychology field
Learning outcomes
Upon completion of this module, students will be able to:
 Describe the structure and functions of the nervous system, in particular the brain, and
elaborate on the deficits that may ensue as a result of brain damage
 Discuss the modes of communication within the nervous system and the nature of the
interaction of drugs with these systems
 Explain the diathesis-stress model of schizophrenia and provide an evaluative account of
current theory and research in relation to the biochemical and structural abnormalities
associated with this disorder
 Provide an evaluative account of the role and contribution of the various brain systems
that collectively mediate memory
 Describe the psychobiology of the stress response and demonstrate the impact of longterm stress on the brain and in the development of illness
Basic Reading
Breedlove, S.M. & Watson, N.V. (2013). Biological Psychology: An Introduction to Behavioral,
Cognitive and Clinical neuroscience, 7th edition. Sunderland, Massachusetts: Sinauer Associates,
Inc. Additional topic-related reading lists are provided during the course.
Evaluation
One essay/assignment due during week 9 (Credit: 30% of final grade).
One two-hour examination at the end of Semester 1 (credit: 70% of final grade).
PS413 Qualitative Research Methods (5 ECTS)
Module Coordinators: Dr. Pádraig MacNeela and Dr. Caroline Heary
Module objectives
This module introduces qualitative research methods used in psychology. Students will have the
opportunity to further develop their understanding of qualitative approaches and
methodological issues. They will also work with focus group and interview methods to develop
an appreciation of how particular methods can be used to address research questions relevant to
psychology.
Learning outcomes
Upon completion of this module you should be able to:
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Discuss methodological approaches taken to qualitative research in psychology
Demonstrate familiarity with particular qualitative research methods used in psychology
Express a critical appreciation of the place of qualitative methods in psychological
research
Basic Reading
Specialised reading lists will be provided. Methodology texts in NUI Galway library include:
Berg, B. (2007). Qualitative research methods for the social sciences. Boston: Pearson
Silverman, D. (2005). Doing qualitative research: A practical handbook. London: Sage.
Evaluation
100% Continuous assessment, based on practical work and essay submissions
PS342 Introduction to Positive Psychology (5 ECTS)
Module Coordinator: Dr Michael Hogan
Module objectives
The overall objective of this course is to introduce students to key concepts in the study of wellbeing and human strengths, and particular applications that are relevant within the clinical,
educational, and organisational domains. As a discipline psychology has offered perspectives on
well-being for over a century. In this module students are introduced to the emergence of
positive psychology as a distinctive field of study and practice. The module affords students the
opportunity to study and discuss a number of topic areas relevant to the study of well-being and
human strengths, including positive emotional states, positive traits, and positive institutions.
Learning outcomes
Upon completion of this course you should be able to:
 Describe the emergence of positive psychology as a distinctive discipline and discuss its
relationship to other sub-disciplines within psychology.
 Be able to distinguish hedonic and eudaimonic approaches to studying well-being
 Discuss the role of positive states, traits, and institutions in well-being.
 Synthesise multiple perspectives on well-being
 Critically evaluate interventions designed to enhance well-being
Basic Reading
Compton, W. C. (2012). An Introduction to Positive Psychology. Thompson, Wadsworth.
Evaluation
100% Continuous Assessment: MCQ 20%; Reflective Essay 20%; Final Essay 50%; Attendance
10%
PS408 Human Sexuality (5 ECTS)
Module Coordinator: Dr Padraig MacNeela & Elaine Byrnes
Module objectives
The module introduces you to basic concepts in the study of human sexuality from a psychological
perspective and will encourage you to think about the personal, social, and cultural dimensions of
human sexuality. It covers topics such as clinical sexology, the context of sexuality in Irish society,
sexual health promotion, and a critique of contemporary issues including “hooking up”,
pornography and sexualisation, and sexuality, with a particular focus on youth and emerging
adulthood.
Learning outcomes
Upon completion of this course you should be able to:
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Describe the historical, legal, and social context of sexuality in Irish society
Differentiate between negative consequences of risky sex, including STIs, unplanned
pregnancy, sexual victimisation, and rape
Reflect thoughtfully on one's own sexual identity
Critique heterosexist ideology in light of other sexual identities and the perpetuation of
traditional gender stereotypes
Describe the meaning of sexual dysfunction and localise it in a psychological tradition
Describe a considered position on what is meant by a 'healthy sexual relationship', in light of
issues such as pornography, alcohol use, relational/recreational models of sex
Basic Reading
References for book chapters and journal articles will be distributed prior to/after each lecture.
Suggested texts (available from James Hardiman Library)
Bogle, K. A. (2008). Hooking up: Sex, dating, and relationships on campus. New York, NY: New York
University Press. [ISBN: 9780814799697]
Ferriter, D. (2009). Occasions of Sin: Sex and Society in Modern Ireland. London: Profile Books. [ISBN:
978186197949]
Inglis, T. (1998). Lessons in Irish sexuality (1st ed.).Dublin: University College Dublin Press [ISBN:
9781900621168]
Evaluation
100% Continuous Assessment: