3rd Year Options
Table of contents:
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Introduction to Year 3 Option Units
Year 3 Options : Choosing Option Units
Year 3 Options : Option Units, Instructors,
and e-mails at a glance
Year 3 Options : Character of each
Option Unit
Year 3 Options : Course Outlines
 PSYC 3002 - Current Issues in
Clinical Psychology
 PSYC 3007 - Animal Cognition and
Behaviour
 PSYC 3010 - Attachment and
Personal Relationships
 PSYC 3012 - Attention
 PSYC 3014 - Self and Identity
 PSYC 3015 - Social and Psychological
Approaches to Understanding Sexual
Health
 PSYC 3017 - Lifespan and Change:
Adulthood and Ageing
 PSYC 3024 - Self-Conscious Emotions:
Shame, Guilt, Pride, and Nostalgia
 PSYC 3043 - Making Sense of
Ambiguous Scenes
 PSYC 3044 - Eye Movements and
Visual Cognition
 PSYC 3045 - Current issues in
Human-Animal Interactions
 PSYC 3048 - Human Learning
 PSYC 3052 - Undergraduate
Ambassadors Scheme
 PSYC 3053 - Developmental
Psychopathology
 UOSM XXXX Curriculum Innovation
Programme (CIP) Modules
Project and Supervision Information
 Introduction to Project Supervision
 PSYC 3003 - Literature Review
 PSYC 3005 - Research Paper
 Year 3 Empirical Project : SupervisorStudent Checklist
 List of Eligible Supervisors and
Research Interests
 Expressing Preference for
Supervisors
 Ranking Supervisors Online
Erasmus Scheme
1. Introduction to Year 3 Option Units
INTRODUCTION TO YEAR 3
The overall structure of Year 3 resembles that of Year 2 in that all students take eight units.
However, there are important differences too.
In Year 2, all students took the same units. In Year 3, however, they often take different
units. All students complete a Literature Review (one unit, Semester 1) and a Research Paper
(another unit, Semester 2) as part of the Empirical Project. However, students are also
free to choose their remaining six option units.
This means that you will be able to further your understanding of topic areas of particular
interest to you. Note that this freedom is rare in undergraduate programmes in psychology
in the UK.
This part of this booklet is designed to give you helpful information so you can make the
best possible choice of option units in Year 3.
Unit Structure in the Final Year
Semester 1
Semester 2
Project
Option
Option
Option
Project
Option
Option
Option
(Literature Review)
Unit 1
Unit 2
Unit 3
(Research Paper)
Unit 1
Unit 2
Unit 3
2. Year 3 Options: Choosing Option Units
By ranking each of the option units online, you will be able to indicate to us your top choice
of 3 options in semester 1 and 3 options in semester 2. In making your choices, you can
select Psychology options (PSYC30XX) or broadening options which are part of the
University’s curriculum innovation project CIP). For each semester, you have 7 Psychology
options, and a large number of broadening (CIP) options to choose from. If you choose the
Psychology options, you will get these (unless an option has to be cancelled through staff
illness, fewer than 12 students enrolled, or some other unavoidable complication. If you
choose a CIP option, or the Undergraduate Ambassador scheme, you should be aware that
places may be limited and your place is not guaranteed. In these cases, we ask you to select
a reserve option just in case you don’t get assigned to your first choice. The reserve option
should be a psychology option.
Whilst we work hard to try to provide your first choice options, you should be aware that
there may be some costs associated with this. One cost is to instructors, who cannot
estimate how many students will end up on their units; hence, they have to adapt their units
to varying numbers each year. A second cost is to students: if all students are permitted to
get all their first choices, and some choices are popular, then the number of students in
some popular units may grow large, thereby reducing or eliminating the “small group” feel
of an option unit. We know, though, that having a choice seems to be something that our
students really value and it is a distinctive feature of the University of Southampton’s
Undergraduate Programme in Psychology.
What if you belatedly change your mind about your choices? It is unusual to change your
options and this is partly because we provide a lot of information here to help you make
your decision. However, it is not impossible to change, so please come and speak to us to
explore this if you need to. Contact your Faculty student administration office in the first
instance (Building 44, room 2003) to see if places are still available for your new choice.
How do you choose your option units? This is done online through the Banner Self Service
through SUSSED in exactly the same way that you update your personal details.
The service is open between 16th April and 4th May. You should ensure that your choices
are registered by this closing date of 4th May.
3. Year 3 Options: Option Units, Instructors, and e-mails
at a glance
Semester 1
PSYC3002
Current Issues in Clinical Psychology
G Fairchild
g.f.fairchild@soton.ac.uk
PSYC3014
Self and Identity
A Gregg
aiden@soton.ac.uk
PSYC 3015
Social and Psychological Approaches to
Understanding Sexual Health
R Ingham/
C Graham
ri@soton.ac.uk
c.a.graham@soton.ac.uk
PSYC3017
Life Span and Change: Adulthood and
Ageing
P Coleman
p.g.coleman@soton.ac.uk
PSYC3043
Making Sense of Ambiguous Scenes
E Graf &
W Adams
erich@soton.ac.uk
w.adams@soton.ac.uk
PSYC3044
Eye Movements and Visual Cognition
S Liversedge
spl1@soton.ac.uk
PSYC3045
Current issues in Human-Animal
Interactions
A McBride
amcb@soton.ac.uk
Semester 2
PSYC3007
Animal Cognition and Behaviour
E Redhead
er2@soton.ac.uk
PSYC3010
Attachment and Personal Relationships
K Carnelley
kc6@soton.ac.uk
PSYC3012
Attention
S Shih
sis@soton.ac.uk
PSYC 3024
Self conscious Emotions: Guilt, Shame,
Embarrassment, Pride, Nostalgia
T Wildschut
timw@soton.ac.uk
PSYC3048
Human Learning
S Glautier
spg@soton.ac.uk
PSYC3052
Undergraduate Ambassadors Scheme
T Randell
tdwr@soton.ac.uk
PSYC3053
Developmental Psychopathology
G Fairchild
J Kreppner
g.f.fairchild@soton.ac.uk
j.kreppner@soton.ac.uk
4. Year 3 Options: Character of each Option Unit
SEMESTER 1 UNITS
PSYC 3002: Current Issues in Clinical Psychology – Graeme Fairchild
The unit discusses the relationships between psychological and neurobiological models of
adult mental illness/psychopathology, experimental research comparing clinical and healthy
populations, case studies and evidence-based treatments. Lectures are delivered by
academic staff who actively research basic mechanisms involved in the cause and
maintenance of psychological/psychiatric disorders, and clinicians who treat patients within
the NHS.
PSYC 3014: Self and Identity – Aiden Gregg
Our self and identity matter hugely to us. However, they can be hard to define and research.
In this unit, you will learn about the attempts of psychologists to shine a scientific light
upon the elusive inner *I*. As a domain of study, the empirical self can be seen to comprise
what people believe about themselves (their self-concept), what people feel about
themselves (their self-esteem), and how people act on themselves (their self-regulation). The
emphasis here will be on the first two of these areas, where identity resides. You will
become acquainted with various pertinent theories, and will weigh whether those theories
are or are not conceptually coherent and evidentially supported. Students will listen to
lectures by the instructor and engage in in-class discussion. They will also gain experience
critically reviewing empirical articles on the self. Moreover, each student will compose their
own multiple-choice question each week on the prescribed reading, and two groups of
students will compete across the weeks to answer one another's questions. By the end of
this unit, you should be able to understand and synthesize several major theories and
perspectives pertaining to self and identity; critically compare and evaluate those theories
and perspectives; understand how empirical evidence makes those theories and
perspectives more or less likely to be true; and apply what you have learned to your
everyday life and popular culture.
PSYC 3015 – Social and Psychological Approaches to Understanding Sexual Health –
Roger Ingham and Cynthia Graham
This unit is based on active student involvement in this fascinating area, one which has wide
implications at many levels. You will learn how to integrate academic and theoretical
approaches into real life health issues in areas which are highly controversial in political and
other domains. The unit does require a fair level of exploring the literature and self-learning,
so if you want all the readings to be put on the plate for you, then this unit is not for you.
This unit contains group presentations and project work.
PSYC 3017: Life Span and Change: Adulthood and Ageing – Peter Coleman
The unit will provide an introduction to theories and methods in the study of adult
development, ageing and adjustment, including research on evaluating therapeutic
interventions. Teaching will be provided by means of lectures as well as by seminars in
which students’ present findings from recent research studies.
PSYC 3043: Making Sense of Ambiguous Scenes – Erich Graf and Wendy Adams
The purpose of the seminar is to acquaint students with recent advances in our
understanding of perceptual processing. The unit will examine a broad range of issues from
early visual processes to the interplay between perception and social cognition. Students will
work with postgraduates and staff in preparation of presentations and course work.
PSYC 3044: Eye Movements and Visual Cognition – Simon Liversedge
This unit will comprise of informal lectures and discussion groups on topical and
contentious topics currently under investigation in the field of eye movements and visual
cognition. The aim will be to provide a high level, but enjoyable unit delivered in an informal
classroom environment. Discussion of the topics in classes will be encouraged and a
number of researchers actively carrying out relevant experimentation in this area will also
make contributions to the unit.
PSYC 3045: Current Issues in Human-Animal Interactions – Anne McBride
This unit enables students to explore the relationship of psychology with the world of
human-animal interactions through the consideration of controversial and non-controversial
aspects of the human-animal relationship. Lectures, discussions and assignments will
stimulate self discovery, critical thinking and application of theory to real world
circumstances. Supervision is provided through the unit coordinator.
UOSM XXXX: Curriculum Innovation Programme (CIP) Modules
Please see pages 12-20 for a list of the modules available to you.
SEMESTER 2 UNITS
PSYC 3007: Animal Cognition and Behaviour – Ed Redhead
The unit covers a wide range of animal behaviour from imprinting in chicks to deception in
primates. But it asks the same questions in all the topics: why and how do animals perform
these behaviours? For example, each year some birds migrate half way round the world then
back again. Why do they do this and how do they know which way to go? Part of each class
will be a group presentation. I meet with the group beforehand to discuss the research in
the area and their presentation.
PSYC 3010: Attachment and Personal Relationships - Kathy Carnelley
This is an advanced seminar on attachment and close relationships which focuses on
understanding and discussing important issues. The seminar involves active learning in
which student presentations and student facilitation of the week’s readings are central.
Students receive support and feedback in preparing their presentations. The class format
encourages development of key skills, such as critical thinking and verbal communication.
Three readings are discussed each week. This is NOT a passive lecture unit.
PSYC 3012: Attention – Shui-I Shih
This unit covers a range of topics related to visual attention including spatial cueing, visual
search, attention capture, inattentional blindness, change blindness, attentional blink,
inhibition, and multitasking. Some of them will be discussed in relation to autism,
attention-deficit/hyperactivity disorder (ADHD), highly demanding situations (e.g., combat
information control center), cognitive aging, and attention deficit traits.
PSYC 3024: Self-Conscious Emotions: Guilt, Shame, Embarrassment, Pride, Nostalgia Tim Wildschut
This is an advanced seminar which relies on articles from leading psychology journals to
familiarize students with state-of-the-art research in the area of self-conscious emotions.
The unit focuses on both negative and positive self-conscious emotions. Students will
receive close support and supervision in the preparation and completion of their course
work.
PSYC 3048: Human Learning – Steven Glautier
This unit is focussed on human learning but makes use of models developed in the animal
laboratory because even “simple models” of animal behaviour provide a surprisingly good
starting point for analysis of more complex human behaviours involving choice, reasoning,
and judgement. Seminars, experimental demonstrations, private study, student group work,
and presentations are used to provide variety of learning experiences.
PSYC 3052: Undergraduate Ambassadors Scheme - Tom Randell
The Undergraduate Ambassadors Scheme (UAS) provides a unique opportunity for Final Year
students who are interested in a teaching-related career to gain direct experience of
teaching preparation and delivery, and to act as ambassadors for their discipline in schools
within the community. On successful completion of the unit, students will have gained
substantial experience of working in challenging yet rewarding real-life teaching
environments. They will be able to assess and devise appropriate ways of communicating
principles and concepts to learners and will have gained a broad understanding of many of
the key aspects of teaching in schools. Please note that because places on the UAS are
limited, application to the module involves two-stage competitive entry by application form
and interview. For this reason, as described above, applicants are required to select a
seventh, reserve, Psychology Option Module to take in the event that their application to the
UAS is not successful. For information about the UAS as a nationally-based scheme, please
visit www.uas.ac.uk.
PSYC 3053 Developmental Psychopathology - Graeme Fairchild and Jana Kreppner
This unit will take a developmental psychopathology approach to understanding
psychological disorders of childhood and adolescence such as ADHD, autism, attachment
disorder, depression, and conduct disorder. It will also consider the effects of early adversity
on psychological health. Students will be asked to contribute to a group presentation and
take part in a poster event.
UOSM XXXX: Curriculum Innovation Programme (CIP) Modules
Please see pages 12-20 for a list of the modules available to you.
5. Year 3 Options: Course Outlines
Please click on the following live inks if you would like to take a look at the detailed
description of aims and objectives, syllabus content, teaching and learning methods,
learning outcomes, key skills, reading list, and assessment associated with each option unit
in Year 3. Please note: As the 2012/13 units are not yet visible in eFolio please be advised
that these are subject to annual review and updates for 2012/13.
Semester 1:
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PSYC 3002 - Current Issues in Clinical Psychology
PSYC 3014 - Self and Identity
PSYC 3015 - Social and Psychological Approaches to Understanding Sexual Health
PSYC 3017 - Lifespan and Change: Adulthood and Ageing
PSYC 3043 - Making Sense of Ambiguous Scenes
PSYC 3044 - Eye Movements and Visual Cognition
PSYC 3045 - Current issues in Human-Animal Interactions
Curriculum Innovation Programme (CIP) Module**
** Please see pages 12- 20 for more information about the Curriculum Innovation
Programme (CIP) Modules available to you.
Semester 2:
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PSYC 3007 - Animal Cognition and Behaviour
PSYC 3010 - Attachment and Personal Relationships
PSYC 3012 - Attention
PSYC 3024 - Self-Conscious Emotions: Shame, Guilt, Pride, and Nostalgia
PSYC 3048 - Human Learning
PSYC 3052 - Undergraduate Ambassadors Scheme
PSYC 3053 - Developmental Psychopathology
Curriculum Innovation Programme (CIP) Module**
** Please see pages 12- 20 for more information about the Curriculum Innovation
Programme (CIP) Modules available to you.
Undergraduate Ambassadors Scheme (UAS)
Unit Title: The Undergraduate Ambassadors Scheme
Unit code: PSYC 3052
Aims and learning outcomes
The Undergraduate Ambassadors Scheme (UAS) provides an opportunity for Final Year
students in Psychology to gain experience of teaching and to act as ambassadors for their
discipline in schools within the community. Some of the aims of the UAS are to:
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To develop a range of skills in the student and to offer an early taste of teaching to
those interested in pursuing teaching as a career.
To help students gain confidence in communicating their subject, develop strong
organisational and interpersonal skills, and understand how to address the needs of
individual learners.
To give students experience of devising and developing projects and teaching
methods appropriate to engaging the relevant age group they are working with.
To help inspire a new generation of prospective undergraduates by providing role
models for school pupils.
To help students convey the excitement of their own learning to school pupils by
showing them the long-term applications of research in their discipline.
To help teachers by providing an assistant who can work with and support pupils at
any point on the ability spectrum.
On successful completion of the unit, students will have gained substantial and valuable
experience of working in a challenging but rewarding learning and teaching environment.
They will be able to assess and devise appropriate ways of communicating difficult
principles or concepts to learners and will have gained a broad understanding of many of
the key aspects of teaching in schools. They will also have developed a better
understanding of, and confidence, in their discipline. The specific knowledge and
transferable skills they will have attained include:
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Communication skills, both one to one and with an audience.
Understanding the needs of individuals.
Interpersonal skills when dealing with colleagues.
Responsibilities and conduct of teaching staff.
The ability to improvise.
Giving and receiving feedback.
Organisational, prioritising, and negotiating skills.
Handling difficult and potentially disruptive situations.
Public speaking.
Team-working.
Standard teaching methods.
Preparation of lesson plans and teaching materials.
Summary of syllabus content
An initial training day will provide students with an introduction to working with children
and appropriate conduct in the school environment. A competitive application and interview
system will be used to select students and to match them with an appropriate school and a
specific teacher in the local area. Each student selected will be given a chance to visit the
school they will be working in before commencement of the unit. The student will be
required to spend half a day a week (or equivalent) in the school every week for a semester.
It is intended that there will be no formal lectures associated with the unit, and that,
wherever possible or appropriate, students' own ideas and learning will feed back into the
content of their activity as they become more experienced. There will, however, be four
supporting tutorials which provide an opportunity for students to share their experiences.
The teachers in placement schools will act as the main source of guidance, but, in addition,
students will also be able to discuss their progress with their Unit Coordinator whenever
necessary. Students will be involved in the following activities in support of their learning
and teaching:
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Classroom observation and assistance: Initial contact with the teacher and pupils
will be as a classroom assistant, watching how the teacher handles the class,
observing the level being taught and the structure of the lesson, and offering
practical teaching support.
Teaching assistance: The teacher will assign the student with actual teaching tasks,
varying dependant on students’ specific needs and abilities as they develop across
the Semester. Tasks include, for example, offering problem-solving coaching to a
smaller group of higher ability pupils, or taking the last ten minutes of a lesson for a
whole class. Students will have to demonstrate an understanding of how the level of
the knowledge of the pupils they are teaching fits into their overall learning context
across subjects.
Whole class teaching: Students will typically be offered, in collaboration with their
teachers, at least one opportunity to undertake whole class teaching, albeit that it
may be only for a small part of a lesson.
University awareness: Students will represent and promote their academic
discipline as a potential university choice to pupils across the social and academic
range represented at their partner schools.
Special Project: The student will devise a Special Project on the basis of discussion
with the teacher, their discipline, and their own assessment of what will interest the
particular pupils they are working with. The student will implement the Special
Project and evaluate it. The student will be required to show that they can analyse a
specific teaching problem and devise and prepare appropriately targeted teaching
materials, practical demonstrations, and basic ‘tests’ as appropriate.
Written Report: The student will keep a journal of their progress in working in the
classroom environment, and will be required to prepare a written report on the
Special Project.
Extra-curricular projects: The student may be supervised by the teacher in helping
to run an out-of-timetable activity, such as a lunchtime club, or special coaching
periods for higher ability pupils. The student will have to demonstrate an ability to
think laterally in order to formulate interesting ways to illustrate more difficult
scientific concepts.
Summary of teaching and learning methods
Teaching methods include:
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An introductory short training course
Discussions with school teaching staff and Module Coordinator
Learning activities include:
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Preparation and delivery of teaching materials
Keeping a Reflective Journal throughout placement.
Summary of contact and non-contact hours:
Credit rating
Contact hours
Non-contact hours
Total study time
15
20*
130
150
* Contact hours composed of:
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Six hours initial training course
Four one-hour progress tutorials during the Semester
Ten hours contact and discussion with school teaching staff
Summary of assessment methods
Assessments designed to provide informal, within-unit feedback:
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Regular tutorial sessions
Informal discussion with school teachers
Monitoring by Unit Coordinator
Summative Assessments
Number
% of final
mark
Written Report (3500 words)
1
60%
Spoken Presentation (10 minutes, plus 5 minutes Questions
and Answers)
1
25%
Teacher’s Report
1
15%
Students are additionally required to complete a formative Reflective Journal in the form of a
Blackboard blog to document their learning experiences throughout the module. This
activity allows students to develop the key skill of reflection on their practiice and that of the
others they observe in placement. Although no summative feedback on students’ Reflective
Journals is given, the journal is a central document to the unit that will be consulted during
summative assessment of students’ Written Reports. The Reflective Journal is expected to
contain evidence fully to support discussion and evaluation of activities during the Special
Project, as well as all other material discussed in the Written Report and Spoken Presentation.
Because of its centrallity to the unit, students are expected to post regular reflections
throughout the course of the unit.
Special features of the Unit
The UAS is unique among Final Year Option units in a number of ways. Although disciplinespecific subject content will be utilised and developed in the teaching context of this unit,
the UAS is principally concerned with development of the range of interpersonal skills and
professional competencies expected of an effective teacher and with development of the
student’s role as an ambassador for Psychology and the University in the local community.
To this end, pre-placement training and experience of working collaboratively with both
teachers and pupils at the placement school is coordinated to ensure that all unit learning
outcomes are met. The range of learning and assessment methods employed provides a
strong range of evidence to evaluate whether individual learning outcomes have been met,
through completion of an ongoing formative reflective journal, and, summatively, through
completion of a Written Report supported by the evidence presented in that journal, through
practical demonstration of teaching competencies through completion and spoken
presentation of students’ experience during the UAS centred around preparation and
delivery of the Special Project, and by independent corroboration of students’ activities and
progress via teachers’ End of Unit Reports.
Resources
Students require no specific textbooks or other learning resources for participation in this
module. A centrally maintained Blackboard site is available to provide guidance and
resources for UAS Unit Coordinators. A specific Blackboard site exists for the Psychology
UAS, which, together with existing systems within eFolio, provides appropriate assignment
submission and marking facilities for the unit. The UK Student Recruitment and Outreach
Office provides central administration of the UAS with regard to all aspects of school
placements and administration of CRB checks for each student. Although the Faculty Office
administers some aspects of students’ applications for a place on the UAS, all other
aspects of the module’s administration and delivery are provided by the Unit Coordinator.
6. Curriculum Innovation Programme (CIP) Modules for
3rd Year Psychology Students:
In order to provide students with an opportunity to personalize their learning, we will allow
students in their third year to participate in the Curriculum Innovation Programme (CIP) by
being able to choose per semester one of the new, interdisciplinary units which are on offer
across the university. Students do not have to choose a CIP unit if they do not want to.
Choosing a CIP unit does not affect accreditation by the BPS.
Note that a module fair for all CIP units will be held on 18 April 2012 between 10:00 16:00. This fair will offer interested students the opportunity to obtain more information if
they wish before making their choices.
Please note that currently there appear to be more modules which run in S2 than in S1. In
addition, some units may offer only limited spaces, or may eventually be scheduled at a time
that clashes with your psychology teaching. Because of this, students considering a CIP unit
are asked to select a ‘fall back’ option from the available PSYC30XX choices.
Finally, please also note that some units are still awaiting confirmation at this stage, but
there should be clarity for these (in terms of which Semester they run, their unit code etc.) at
the CIP fair in April.
Below we have compiled a list of possible units which we believe may be of specific interest
to you as psychology students. However, there are more units to choose from and you are
free to choose any of these with the restrictions mentioned above.
Recommended CIP choices:
Unit
Ethics in a
Complex World
Semester
1
Code
TBC
Global Challenges
1
TBC
Summaries
Have you ever had to make a life or death decision?
How do you think difficult moral problems in health
care should be decided?
This module will help you to grapple with such
questions, as well as explore complex ethical concepts.
Using group discussion supported by a variety of
collaborative technology and social media you will
investigate a contemporary subject in real depth, and
gain an insight into practical problem solving based on
theoretical perspectives.
For a taster and to find out more about the topic, why
not listen to 'Inside the Ethics Committee' via the BBC or
take a look at HEAL.
The Earth’s population has reached 7 billion. By 2050,
8 billion. This will drive a perfect storm of rising food
and energy costs, increased migration and conflict.
How will you and the other 8 billion people on planet
Earth not only survive but prosper? This is arguably the
greatest challenge that we face, one that will require
transdisciplinary responses - work that crosses
disciplinary boundaries and is conducted in groups that
could include: scientists, economists, philosophers,
politicians and poets.
This unique module, open to students from all
departments, will place students within interdisciplinary
teams. Lectures will be delivered by staff from various
The Management
of Risk and
Uncertainty
1
TBC
The Human Brain
and Society
2
TBC
departments and external academics. Assessments
could include: short videos, proposals for policy
formulation, pieces of drama, artwork, or innovative
engineering solutions. The transdisciplinary
environment gives students increased insights and
perspectives into a range of issues and equip them with
practical skills that will prove useful in the future.
Effective risk management practice begins with
uncertainty management. Through this module we will
explore this idea, and consider how current risk
management practices can be critiqued and improved.
We will study the philosophical and conceptual
underpinning for effective risk management practice
across a wide variety of organisational contexts, and we
will look at how risk management can integrate with
other organisational practices.
There is currently a strong demand for graduates with
risk management skills, and through this module we
will cover ideas that can be applied to literally any
domain of human activity where risk and uncertainty
are factors. The skills you gain through this module can
be applied across a broad spectrum of applications;
from accountancy to corporate governance; from health
and social care to project management.
The human brain is a phenomenal structure the
attributes of which are often taken for granted until
disease disorder or disability impact upon us as
individuals.
Understanding the mechanistic workings of the human
brain is hugely challenging, but more daunting still is
the task of truly understanding the emergence of mind
from the biological underpinnings. Each and every
person is defined by the properties of their own brain.
It is more than the tool through which we perceive and
learn it is the very thing that perceives and learns. We
are our brains. When out brains are diseased, damaged
or disordered we are no longer the same person. The
implications of this affect every person and it should
inform the way all of us view society and its problems.
The aim of this module is to provide tomorrow's leaders
and policy makers with a basic understanding of how
the human brain functions and an appreciation of the
importance of metal health for 21st century society.
Topics will be delivered by senior academics of the
Southampton Neuroscience Group (SoNG) and will
include;
'We are what we perceive'; An introduction to the
human brain; models and interactive computer
programmes will be used to introduce you to the
functional properties of the brain and some more
remarkable features of perception.
'Remembering and forgetting'; From neurobiological
models of memory to an understanding of memory loss
and cognitive impairment in ageing and dementia. This
will incorporate contributions from leading
international research at Southampton in the field of
dementia and meetings with patient groups and
relevant charities.
'Defeating depression'; One of the most common and
Global Health
2
UOSM2004
Education for
Health and
Wellbeing
2
UOSM2003
Building the
Human Body
(probably S2)
(2 TBC)
TBC
arguably misunderstood mental health disorders. This
topic will involve contributions from Solent Min and
workshops discussing symptoms, impact and
therapeutic strategies.
'The developing brain'; This topic will describe normal
childhood development and discuss current
understanding of neurological disorders such as autism
and ADHD.
'Drug discovery'; The role of the pharmaceutical
industry in neuroscience research. This topic will
address how this industry operates, the process of drug
discovery and related issues including the ethics of
animal experimentation. It will engage links of SoNG
with industrial representatives.
How prepared are we for the impact of infectious
diseases that spread quickly round the world? How
should we globally manage the health risks that occur
in today's society and lead to chronic diseases?
The Global Health module is an exciting opportunity to
study situations, such as the outbreak of swine flu in
Mexico in 2009 that quickly spread around the world,
and risk factors, such as smoking and sedentary
lifestyles, that lead to chronic diseases like diabetes
and cancer. Students will review the varied global
impacts of these diseases and be asked to provide and
discuss policies and other activity that could address
them.
How should we engage with non-specialists (especially
teenagers) to educate them on ways of preventing
common local and global health issues of major public
concern? How do we get them to discuss sensitive
issues in a productive way?
The Education in Health and Wellbeing module aims to
introduce common health issues such as obesity, heart
disease, alcohol abuse and smoking to students. By
working directly with local secondary school pupils,
students will learn how to communicate this knowledge
to the public, and how to promote ways of preventing
these conditions. The module is very 'hands-on' and is
assessed using a portfolio of evidence and a series of
observations.
Why are we the way we are?
The Building the Human body Module is an exciting and
unique opportunity to explore inside and out the
amazing human body. The module is built from an
evolutionary, developmental perspective that will take
you on a journey through the following themes:
 Segmentation, Symmetry and Asymmetry in the
Body
 From Fish Fingers to Human Hands
 Reproduction and Human Sexual Dimorphism
 A Beautiful Mind
In addition to the taught programme you will undertake
your own research project which offers you the
opportunity to integrate your own discipline, or
interests with the module themes. You’re learning
experience will involve seminars and practical
laboratory sessions involving exploration of human
Intercultural
Communication
TBC
TBC
More or Less
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cadavers. The module offers a field trip to the
Hunterian Museum, Royal College of Surgeons London.
Whatever your background; science, arts or humanities
this module is sure to inspire you and develop
important skills for your future career.
In a world of fast and easy communication, we are
increasingly working and studying alongside people
from different cultures and linguistic backgrounds.
This can often require us to act and think in different
ways and to challenge our traditional ways of working.
Misunderstandings and miscommunication can and do
arise but the benefits of such encounters are many. We
gain from these experiences, grow as individuals,
develop new relationships and enhance employability
through the intercultural competence we acquire. These
skills give us the ability to maximise research and
business opportunities in a global marketplace.
This course is designed to help you understand and
build intercultural competence skills which will enable
you to work and study effectively with people from
different cultures and linguistic backgrounds.
Most mathematical/statistical modules for nonmathematicians (eg Mathematics for Engineers) are
technical in nature, relatively sophisticated in
mathematical terms and technique driven. This module,
however, is driven by the use that is made in the media,
advertising, politics etc of mathematical/statistical
ideas and results. A key first step is critical review.
However, we feel that this is necessary but not
sufficient. Hence the module also aims to enable
students to adapt media reports etc. to incorporate
sound mathematical/statistical interpretations that are
still suitable for the target audience. This will also allow
us to explore the limits of the use of data in journalism
and civic life, which we will do with the assistance of
experts from the media.
Other CIP Choices on offer:
Unit
Sustainability in the
Local and Global
Environment
Semester
1
Code
TBC
Summaries
The environment is in a constant state of change,
whether by nature or human led processes.
Sustainability is about trying to manage this change
through balancing social, economic and
environmental needs, both locally and globally for
present and future generations.
This innovative new module will address
sustainability in the context of different academic
disciplines to make it relevant to your studies and
possible career routes. The delivery will involve
contributions from lecturers from each faculty to
ensure balanced coverage of sustainability from all
academic approaches. It will expose you to some of
the world class research across the University, and
introduce you to the complex range of perspectives
on the issues of our and future generations through
interdisciplinary study. As well as lectures, we will
explore sustainability through discussion seminars,
Living with
Environmental
Change
2
UOSM2005
Communication Via
Web Maps
2
UOSM2002
Business Skills for
Employability
2
UOSM2001
Crime and Security
beyond the State
2
TBC
conference style debates, and the development of
your own sustainability films. Through completing
this module you will develop graduate attributes of
global citizenship and ethical leadership helping you
to become one of the increasingly sought after
‘sustainability literate graduates’.
How important is it to understand our changing
environment in the light of climate change? Can we
learn from past environmental and societal changes
in order to predict how our environment will change
in the future?
The Living with Environmental Change module is a
great opportunity to learn about the environment we
live in and how it has changed over the last 2.5
million years. Through lectures, interactive tasks and
discussion, students will find out about the
implications these environmental changes have on
society. The community-based approach to learning
will create a different dynamic than in traditional
courses, so students are more engaged and
challenged.
Since everyone and everything is somewhere, maps
have always been important tools for communication.
Technologies such as the web, smart phones and
global positioning satellites (GPS) have added to their
usefulness. A recent example was the Haiti
earthquake aid response where, for the first time, the
public could help by mapping destroyed bridges and
houses that could be identified from satellite imagery
after the disaster.
The module, Communicating Via Web-Based Maps, is
an exciting opportunity to develop skills in
communicating with maps. In addition, by exploring
the design aspects of web maps, students will gain
skills of how to produce better graphs, diagrams and
posters. Through lectures and wiki-based learning,
they will learn to create maps with Google Earth and
for the final assessment they will produce a 3D fly
through tour.
How much do you know about running a business?
Do you think you have the business skills you need
to be successful throughout your career?
The Business Skills for Employability module aims to
help students be better prepared when looking for
jobs, to sell themselves to prospective employers, to
understand the issues that drive success in business
and to convince employers they are able to be
effective managers. Using a tried and tested
interactive computer simulation, that has been used
to train managers in international companies such as
Tesco and Mars, students will practise managing a
business and learn what effective management
practice is.
Crime and Security Beyond the State, seeks to
provide an interdisciplinary approach to the
development of international crime and security
regulation in a legal and political regulatory context
in which the state can no longer be seen as the prime
or principal anchor and that new government forms,
Pathological
Mechanisms of
Disease
2
Work Futures in a
Global Context
SM2
2
TBC
Digital Literacies
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such as the European Union and International
Criminal Court are becoming increasingly important
actors.
The module requires no pre-requisites, other than
commitment and an open mind. It is a module which
emphasises a problem solving approach to learning
and seeks to involve students in professional
situations encountered by security agencies in the
real world. The Module provides a theoretical basis to
consider the global challenges for security in the
21st century and seeks to provide the basis of an
ethical consideration of security governance beyond
the state.
As the link between basic sciences and clinical
medicine, pathology - the study of disease processes
- can be viewed from a wide variety of subject areas.
In this module, we will consider the global impact of
disease, as well as looking at important questions.
How do diseases affect people from the perspective
of pathological changes?
How do infectious diseases and waste disposal
interact?
How does disease affect evolution?
We will explore basic pathological principles,
engaging in a project where pathology can be applied
to an issue relevant to your particular course.
How will work and the ways in which we work evolve
over time? What are the differences between working
in the public, private and charity/voluntary sectors?
How do issues such as diversity and ethics affect
employees? The Work Futures in Global Contexts
module is the ideal way to explore different forms of
work, both paid and voluntary. We will study issues
such as the global nature of labour markets,
migration, new technologies, ethical leadership and
diversity and how theses play out in different
workplaces and work contexts. Pre-recorded lectures,
visiting speakers, student-led presentations, team
tasks, debates and films will be used to enable
students to research and discuss issues, both
virtually via social media and in a classroom
environment. A key aspect of the module is that
students will gain direct experience of a working
environment through a work placements. This will
form the basis of the coursework for this module.
This module aims to introduce students to the key
concepts of digital literacy that will help them to
achieve their full potential both academically and in
the job market beyond university. It specifically
addresses emerging issues of digital behaviour which
have yet to be incorporated into standard academic
programmes. It goes beyond the acquisition of
specific computing skills to examine the full range of
behaviours and activities that are increasingly
essential to successful navigation of today’s digital
learning environments and workplaces.
Topics covered will include:
•using appropriate technology to search for, curate
and store high-quality information
Online Social
Networks
Tbc
TBC
•the development of an appropriate online identity
for personal, educational and professional purposes
•critical reflection on the relative value of diverse
sources of information
•appropriate norms of behaviour within online
communities, with particular emphasis upon peer to
peer and peer to tutor relationships
•the effective use of collaboration tools to facilitate
networking, groupwork and project management
•the challenges inherent in ensuring online privacy
and security
•engaging and managing the real time backchannel
at conferences and other relevant events
The module will be delivered online through a
combination of webinars and peer/tutor interactions
via the Blackboard discussion forum. Students will be
expected to maintain a reflective diary of their
learning through the module, as well as to interact
online with their tutor and peers. Tutor feedback on
progress will be provided on a week by week basis
throughout the module. Practical lab sessions will
run on a weekly basis to enable students to apply the
skills acquired through the module in the
development of their own online profile. They will
compile an evidence base in the form of an online
portfolio for assessment purposes.
This module aims to develop understanding of the
emergent interdisciplinary area of online social
network analysis by drawing upon technological,
social, network science and organisational
perspectives. Students will be able to:
•Discuss online social networks in a holistic manner,
including the technological, social, network science,
web science and organisational dimensions
•Evaluate key technological and social mechanisms
of online social networking and network structures
•Analyse the impact of online social networks on
their own lives, society and business
A holistic interdisciplinary approach is taken to the
study of a contemporary subject with wide ranging
applications. Students will be able to build upon in
their own specific programmes of study while also
enhancing more generic skills such as employability,
and providing a basis for more detailed study in the
final year dissertation.
Face to face sessions are interspersed by tutorsupported online groupwork, in a blended learning
approach which encourages and formalises critical
reflection on progress throughout the module.
Formative assessment is provided online throughout
the module by tutors and peers to support and help
develop the group project that will be assessed at the
end of the module (40%). Furthermore, there will be a
one-hour exam (60%).
Although there are no prerequisites, students should
show an interest in engaging with technical and
formal aspects of social networks.
Piracy, Security and
Maritime Space
TBC
TBC
Digital Humanities
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TBC
China Studies
TBC
TBC
Vertebrate
Palaeobiology
TBC
TBC
Who owns the oceans and under what authority are
they policed? How do we define piracy? What do we
mean by ‘maritime security’, and is it possible to
attain it globally?
This module takes piracy as a core theme and offers
students the opportunity to study the increasingly
fraught global debates about the security and
ownership of maritime space. Through lectures,
workshops and interactive tasks, students will learn
about the legal definitions, logistics, technologies
and ethics of past approaches to maritime space,
from the ancient Mediterranean to the eighteenth
century Atlantic. They will analyse contemporary case
studies, such as Somali piracy in the Indian Ocean,
and explore current debates about global maritime
security, including the ways in which ‘securing’
maritime space affects individual human rights. The
module’s multidisciplinary and team-based approach
to learning will offer students access to cutting-edge
research and complex modes of understanding the
world. This will provide a foundation for future
graduate work for some, but crucially it will provide
all students with the skills to analyse and better
understand the ethical, political and practical
complexities of our ever globalising society.
This module aims to provide students with an
overview of the many ways in which digital
technologies are revolutionizing aspects of the
Humanities, and the ways in which their own
discipline relates to Humanities questions. In
particular, it will encourage them to consider how
collaboration across disciplines can open up hitherto
impracticable or unconsidered avenues in research.
The module is aimed at students from all Faculties
with an interest in the Humanities and/or an interest
in exploring their own discipline from a novel
perspective.
The unit will introduce the students to key aspects of
Chinese economy, culture and society and provide
opportunities for exploring and analysing
contemporary issues including those arising from
China’s ascendancy as a world power.
To familiarise students with the basics of broad-scale
vertebrate evolution, encompassing fish, amphibians,
reptiles (including archosaurs – dinosaurs, pterosaurs
and birds) and mammals. This course will build on
current understanding of the evolutionary
(=phylogenetic) relationships of vertebrates and will
develop recent research questions in, particularly,
archosaur systematics, palaeobiology and marine
fossil vertebrates. A theme of this course will be
quantitative approaches to tree-building:
phylogenetic methods and the analysis of character
data (both morphological and molecular). Students
will receive an overview of the vertebrate fossil
record, current consensus on (and debates about) the
interrelationships of living vertebrates and the
theoretical and practical basis of phylogenetic
analysis.
Bio-Films in
Engineering
TBC
TBC
This module will explore the impact that
microorganisms and bacterial biofilms have on
human health and industry and how they are being
put to use in biotechnology. The module will
introduce students to the concept of biofilms and
how surface analysis techniques such as live cell
imaging have allowed us to elucidate how these
communities organize themselves and explain how
bacteria create biofilms to protect themselves from
antibiotics and antimicrobials. The module will
discuss how the drive to exploit the incredible
diversity of microbial processes has led to a
continuing boom within the biotechnology industry,
while at the same time there is a parallel drive to
improve detection, diagnostic and control strategies
to cope with the negative impact of micoorganisms.
The module is a research driven module focusing on
the innovative research going on at the University of
Southampton across three faculties, Engineering,
Medicine and Natural and Environmental Science and
across three campuses; Highfield, NOCS and the
General Hospital.
7. Project and Supervision Information
7.1 INTRODUCTION TO PROJECT SUPERVISION
In Year 3, all students complete a Literature Review (PSYC 3003) (one unit, Semester 1) and a
Research Paper (PSYC 3005) (another unit, Semester 2). Together these make up the
Empirical Project. A supervisor will oversee completion of both parts of the Project,
providing instruction, guidance, and feedback at various stages. (Note: this supervisor will
also normally be your personal tutor in Year 3, as you will see him or her more often than
any other member of staff).
This part of the booklet is designed to give you helpful information so you can express the
best possible preferences for your Project supervisor in Year 3. Here you will find a list of
research interests for each supervisor, some of whom you may not have met. Use this list to
find a supervisor with interests that overlap with your own. In terms of choosing a final
project topic, usually students will choose an area that lies within their supervisor’s area of
interest and expertise. However, members of staff are perfectly capable, and often willing, to
supervise projects that lie outside their areas of interest, if the situation requires it, and if the
proposed project has adequate scientific merit. The precise topic you pursue for your Project
can be refined and negotiated in consultation with your supervisor early in Semester 1.
Once you have looked through the staff interests, we recommend that you email or meet
with potential supervisors to get a better idea of what it would be like to complete a project
with them. You can then express your preference for a supervisor by ranking them. We ask
that you rank ALL available supervisors so that if your first choice supervisor is fully booked,
we then know who your next choice is. These preferences are then taken into account when
supervisors are allocated. (Note: supervisors may also indicate preferences for students,
although this happens only rarely and with student consent. If more than one supervisor
expresses a preference for the same student, then student preferences decide the
allocation.)
To give you an idea of what the Project entails, outlines of the Literature Review and
Empirical Paper are provided next.
These outlines are followed by the Supervisor-Student Checklist. Supervisors and students
can go through together at the beginning of Year 3 to make sure that they are on “the same
page”. It discusses many of the logistics of Project Supervision.
Finally, the algorithm whereby students are assigned to supervisors is explained. This is
designed to be as fair as any algorithm can be.
7.2 PSYC 3003 - LITERATURE REVIEW
The aim of the Empirical Project—which includes both the Literature Review and the
Research Paper—is to encourage students to think and work like practising research
psychologists. The aim of the Literature Review is to help you to read and write broadly
about theory and research related to your empirical project. This review will also facilitate, in
collaboration with your supervisor, the formulation of a clear research question based on
that theory and research. Writing a literature review will provide you with an opportunity to
work under the guidance of an experienced supervisor. It will give you an opportunity to
acquaint you in-depth with a specific research literature. In addition, it will help you to use
your knowledge of theory and research in a specific research area to put together your
research questions.
By the end of this unit you will be able to demonstrate critical writing skills in your chosen
area of psychology. You will have developed sufficient organisational skills to pinpoint a key
research question in an area of psychology. You will be able to summarise the key
theoretical and empirical findings and identify how future research can develop and address
key issues in the area.
7.3 PSYC 3005 - RESEARCH PAPER
The aim of the Empirical project—which includes both the Literature Review and the
Research Paper—is to encourage students to think and work like a practising research
psychologist. The research paper should develop and test the research questions identified
in your Literature Review. This process involves attempting to answer those research
questions by developing an appropriate methodology, by collecting, analysing, and
interpreting data properly, and by interpreting your findings in the context of the relevant
psychological literature. Ideally, your Research Paper should read like a concise journal
article that reports original psychological research. The best way to prepare yourself is to
read concise articles in a journal such as Psychological Science. Examine the writing style,
the types of subsections used, the organization of the figures and tables chosen, the
language used to report the statistical results.
By the end of this unit you will be able to demonstrate psychological research skills involved
in formulating a research question, in developing an appropriate methodology to test that
question, and in collecting, analysing, and interpreting data. You will have developed an
ability to write a concise research paper.
7.4 YEAR 3 EMPIRICAL PROJECT: SUPERVISOR-STUDENT CHECKLIST
This checklist is designed to meet the following goal: to help ensure that staff who
supervise Year 3 Project students, and the Year 3 Project students whom they supervise, are
both “on the same page” regarding their expectations about the Year 3 Project. A number of
sections follow. Each section pertains to a different aspect of the Year 3 Project. A paragraph
or two serve as a starting point for discussion. Supervisors and students are encouraged to
go through each section together.
PROJECT TOPIC:
An overlap often exists between students and supervisors in terms of interests. This is
unsurprising as we try to allocate students to supervisors in a way that maximizes this
overlap for the class as a whole, based on a fair combination of ranked preferences and
random allocation where these are not possible. In some cases, the individual overlap in
interest is very high, to the extent that a student pursues a research idea fully congruent
with a supervisor’s own interests. In other cases that overlap is lower, because a preferred
supervisor is not available, or because a project topic turns out to be other than expected.
Even here, however, the 3rd year project can still be a very rewarding experience, with
students learning to like the topics they work on, taking pride in doing a good job, and
earning a good grade for competent work.
Project topics are often settled after period of negotiation between the supervisor and one
or more students. Students are encouraged to develop basic ideas that staff might help to
develop, or to think of good ways to implement ideas that staff might have. Staff will
evaluate such ideas, and consider possibilities for their implementation in the light of their
own expertise, and may often suggest alternatives. Students should consider the advice they
receive.
PROJECT DIFFICULTY:
Some projects are more challenging than others. The challenge can come from several
quarters: the subtlety of the conceptual question; the complexity of the experimental
design; the sophistication of the statistical analyses; the difficulty of developing
experimental materials; and the problem of finding enough participants. In general,
students are encouraged to pursue project ideas that are highly feasible, likely to yield
results, and unlikely to stress them unduly. However, the motivation and ability of students
is one determinant of feasibility. Supervisors and supervisees should think carefully about
what topics are appropriate in individual cases in light of students’ prior academic
attainments. More able students should be allowed sufficient scope to demonstrate their
abilities; less able students should not be burdened with tasks that are beyond them.
Academic attainment in previous years may be useful guide for supervisors and students
alike in deciding how difficult a project to pursue.
CONTACT WITH SUPERVISOR:
In general, completing the 3rd Year Project is students’ responsibility. It is an enterprise that
students undertake with supervisors providing occasional input in the form of advice and
correction. Supervision does not mean intensive coaching (even if supervisors may
occasionally—above and beyond the call of duty—provide extra help for struggling
students). Supervisors may steer the boat, but students must pull the oars.
This being the case, a student should meet his or her supervisor occasionally, neither too
seldom (once a month) nor too often (every single day). Once every two weeks—for at
least half an hour—is a reasonable minimum. Depending on the nature of the project,
and the ability and attitude of the student, it is common to meet on average about once a
week, if only briefly. However, relatively more meetings will occur early on in a semester and
towards the end of it. Note, students should not expect a supervisor to be able to provide
impromptu and substantial assistance within a few days of a deadline: supervisors have
multiple students and other duties. It is students’ responsibility to manage their time and
progress so that they do not need such assistance at the last minute.
SUPERVISORY STYLE:
Supervisors have different styles of supervision. For example, some supervisors tend to be
more hands-on, scrutinizing the details of students’ work and progress, whereas others tend
to be more laissez-faire, letting students get on with things by themselves. There is no
consensus about which style is pedagogically best. Both styles have advantages and
disadvantages. For example, students with a more hands-on supervisor may receive more
corrective feedback, but may never learn how to do research by themselves, whereas
students with a more laissez-faire supervisor may receive less corrective feedback, but may
better learn how to become independent researchers. Supervisors’ style will also differ in
other ways (e.g., more or less formal). The bottom line is that variability is to be expected,
and is not necessarily a bad thing. In addition, the nature of the project, and the ability and
attitude of the student, will lead supervisors to adjust their supervisory style. In general,
supervisors appreciate students who make an effort and who can get on with things in an
organized way—something they will factor in to the grades they award. Note, however, that
a student will not be penalized for seeking legitimate assistance from their supervisor (e.g.,
on how to do a logistic regression). However, a supervisor cannot be expected to act in a
remedial role, re-teaching a student how to do tasks that they have already been taught how
to do in previous years (e.g., like carrying out a t-test).
FEEDBACK ON WORK:
The 3rd Year Project is designed to be both a means of instructing students and of
assessing them. For example, students are taught in previous years both how to conduct
statistical analyses and to write up research reports. The Year 3 Project is one test of how
well students have acquired these skills (and others). Hence, a supervisor’s level of input
into the Project should be limited: it can’t be all their work. Moreover, in the interests of
equitable marking, it is reasonable to expect that no student should receive substantially
less input from their supervisor than another student.
Hence, supervisors have been advised that they should not comment on full drafts of the
Literature Review or Research Paper, nor on large segments of full drafts, such as a
Method section. However, they are encouraged to comment to two types of work:
(a) an outline or plan of the Literature Review or Research Paper (or portions thereof); and
(b) individual sentences or phrases used in the Literature Review or Research Paper, to
check them for spelling, grammar, or phrasing; or for logical sense and factual accuracy; or
for adherence to statistical or APA conventions.
Students can present outlines, and a small selection of phrases, to supervisors and expect to
receive feedback on them promptly (typically there and then verbally, or within about two
weeks by email). That said, supervisors have some discretion in applying these guidelines
(e.g., reading a larger segment by a weaker student; allowing more talented student to work
largely independently).
7.5 LIST OF ELIGIBLE SUPERVISORS AND RESEARCH INTERESTS
Here we list the names and emails of the members of staff who will be serving as project
supervisors next year, together with their research areas. Please note that although we list a
large number of staff members here, many of them have responsibilities to other
programmes of study and so supervise a smaller number of undergraduate projects. For
you, this means that where topic areas are highly popular amongst students, demand can
often outstrip our supply of supervisory places. To help you in this regard, we have provided
an indication of the number of projects that each research group can provide and we do this
so that you know our capacity in each area.
ABNORMAL AND DEVELOPMENTAL PSYCHOLOGY
(This research group will be able to supervise up to 36 project students).
Dr Catherine BRIGNELL
c.brignell@soton.ac.uk





Cognition and emotion
Cognitive psychopharmacology
Effects of psychiatric drugs on
cognition and emotion
Substance use, abuse and
dependence
The application of cognitive
models of addiction to eating
behaviour
Professor Brendan
BRADLEY
bpb@soton.ac.uk


Experimental psychopathology
Aversive and appetitive
motivation
Dr Graeme FAIRCHILD
g.f.fairchild@soton.ac.uk

Antisocial behaviour and
violence
Attention deficit hyperactivity
disorder
Stress and mental illness
Neuropsychology of emotion



Dr Matthew GARNER
m.j.garner@soton.ac.uk




Dr Julie HADWIN
jah7@soton.ac.uk





Dr Jana KREPPNER
j.kreppner@soton.ac.uk




Dr Donna McCANN
dcm1@soton.ac.uk




Cognitive bias in anxiety
Sleep quality, cognition and
emotion processing
Effects of alcohol on mood and
emotion processing
EEG/cortical measures of
emotion (dys)regulation and
attention
Information processing bias
and childhood anxiety and
depression
The emergence of information
processing biases early in
development
Working memory, effortful
control learning and childhood
anxiety
Endophenotypes & anxiety
The processing of novel stimuli
in anxiety
Close friendships in childhood
and adolescence.
Peer relations in childhood and
adolescence.
Developmental changes in
understanding minds and
emotions.
Children’s play
Hyperactivity/ADHD in children
Dietary factors and
hyperactivity in children
The impact of illness and
disability on the psychological
development of children and
adolescents
Stress in children
Dr Nick MAGUIRE
nm10@soton.ac.uk




Professor Karin MOGG
k.mogg@soton.ac.uk


Mental health issues
implemented in homelessness
generally
Personality disorder
Emotion dysregulation
Rumination
Experimental psychopathology
Aversive and appetitive
motivation
COGNITIVE AND LEARNING PSYCHOLOGY (HIGH LEVEL COGNITION)
(This research group will be able to supervise up to 39 project students).
Dr Val BENSON
v.benson@soton.ac.uk



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Dr Steven GLAUTIER
spg@soton.ac.uk





Dr Phil HIGHAM
higham@soton.ac.uk




Dr Tammy MENNEER
t.menneer@soton.ac.uk



Eye movements and visual
cognition
Visual neglect
Eye movement control in
normal and special populations
Face perception and eye
movements
Learning and addiction
Reward, time perception, and
addiction
Configural and elemental
models of associative learning
Summation and additivity in
associative learning
Extinction in associative
learning
Memory (recognition, recall)
Metacognition and
metamemory
Signal-detection theory
Memory attributions
Visual search
Configural and face
processing
Statistical and computational
modelling
Dr Ed REDHEAD
er2@soton.ac.uk

What do we use to remember
where things are?
Is learning to find things in a
computer environment the
same as in the real world?
Does learning to find
something follow simple
associative rules?
When forming associations do
we learn about bits of an
object or the whole
configuration?
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Dr Sarah STEVENAGE
svs1@soton.ac.uk

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Eyewitnesses and ear-witnesses
Does target distinctiveness
help witness identification
Other race faces and other race
voices
Investigating methods of
suspect identification
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VISION AND ATTENTION (LOW LEVEL COGNITION)
(This research group will be able to supervise up to 29 project students).
Dr Wendy ADAMS
w.adams@soton.ac.uk
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Prof Nick DONNELLY
nd5@soton.ac.uk

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Dr Denis DRIEGHE
dd1f08@soton.ac.uk

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Visual perception of shape
and gloss
Combining the senses vision, sound and touch
Perception of emotion and
threat in special populations
Visual distortions induced by
prisms and lenses
Understanding how we
visually search for threats in
real-world scenes
Understanding what it means
for faces to be represented as
wholes
Eye movements
Reading
Visual cognition
Dr Erich GRAF
erich@soton.ac.uk

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Professor Simon
LIVERSEDGE
s.p.liversedge@soton.ac.uk

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Dr Shui-I SHIH
sis@soton.ac.uk

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Vision and visual illusion
Measuring uncertainty in
visual tasks
Competing for visual
dominance
Barberpole illusions and depth
cues
Perceiving visual motion
Eye movements
Psycholinguistics
Reading (Lexical
Identification, Syntactic
Processing,
Semantic/Thematic
Processing, Pronoun
Resolution);
Visual Cognition
Any do-able project that does
not fit into any staff research
expertise
Implicit/subliminal processing
Attention and memory or
learning
Multitasking
HEALTH PSYCHOLOGY
(This research group will be able to supervise up to 21 project students).
Dr Felicity BISHOP
f.l.bishop@soton.ac.uk

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complementary and alternative
medicine
Illness perceptions, health
beliefs, treatment beliefs
placebo effects
Dr Cynthia GRAHAM
c.a.graham@soton.ac.uk

Sexual and reproductive
health
Professor Roger
INGHAM
ri@soton.ac.uk

Sexual health issues amongst
young people
Dr Sarah KIRBY
sek@soton.ac.uk

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Adjustment to chronic illness
Balance problems / dizziness
/ vertigo
Adherence to treatment
Falls prevention
Older adults
Spirituality/religion

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Dr Christina LIOSSI

cliossi@soton.ac.uk

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Dr Anne McBRIDE

amcb@soton.ac.uk

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The cognitive and affective
neuroscience of pain
The development of theory
driven psychological
interventions for the
management of acute and
chronic pain in children and
adults
The evaluation of the efficacy
and effectiveness of
psychological interventions in
paediatric and adult pain
management
Human - animal interactions:
attitudes, attachment
Animal behaviour: normal,
problems and welfare
Animals and human health:
including animal assisted
therapy
Applied Animal Training
SOCIAL AND PERSONALITY PSYCHOLOGY
(This research group will be able to supervise up to 31 project students).
Dr Kathy CARNELLEY
kc6@soton.ac.uk

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Investigating ways of
increasing attachment security
Attachment networks
Dr Aiden GREGG
aiden@soton.ac.uk

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Self-Esteem
Narcissism
Identity motives
Status, dominance, inclusion
and belonging
Professor Constantine
SEDIKIDES
cs2@soton.ac.uk

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Self and the Sense of Energy
The Mystery of Emotion:
Nostalgia
Consumerism
Self-presentation
Dr Claire HART
cmh297@soton.ac.uk

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Narcissism
Empathy
Consumerism
Social support
Dr Tim WILDSCHUT
timw@soton.ac.uk

Nostalgia
7.6 EXPRESSING PREFERENCE FOR SUPERVISORS
To indicate which supervisor you would most like to do a dissertation and project with,
please rank the supervisors online. Please see the final section of this booklet for precise
instructions! Use the supervisor's area of research to rank supervisors you do not know. To
find out more about the supervisors’ area of research, you might like to look at their details
on the school website or contact the supervisor by email.
Not all students can get their first choice of Project supervisor. This is because eligible
supervisors, no matter how popular, can take on only so many Project students at a time.
The number of students a member of staff can supervise also varies with their concurrent
teaching and administrative load.
Having said that, allocation of students to supervisors will follow your rankings as much as
possible. In previous years nearly half of students got their 1st choice of supervisor, nearly
two-thirds got either their 1st or 2nd choice of supervisor, and normally no student has got
lower than their 8th choice of supervisor.
It is also occasionally possible for students to transfer from their original supervisor to a
new one. This can happen only if both the original supervisor and the new supervisor agree
that the transfer can take place. That is, students have no right to transfer supervisor, but
supervisors have the discretion to arrange it, if there is a good rationale behind it, and their
workload permits it. If you are permitted to switch supervisors, then please let the student
administration office know.
Finally, staff may occasionally join or leave the faculty, or become for some reason
unavailable. In such cases, students will be reallocated to the remaining pool of potential
supervisors as smoothly as can be arranged.
7.7 RANKING SUPERVISORS ONLINE
We have hopefully made the procedure of expressing preferences for Project supervisors
extremely easy for you. It is all done online via iSurvey.
1
Login to https://www.isurvey.soton.ac.uk/4641
2.
Rank every supervisor with 1 being the most preferred
option and 32 being your least preferred option.
In order to help make your choice, please look through the supervisor's areas of research
interest as listed above. You may also like to email or discuss ideas face to face although
this is purely your choice and is not a requirement. When you are ready, please assign a
rank to EVERY supervisor in order of preference.
The selection process will open on the 16th April and will close on the 4th May 2012.
You can redo your supervisor rankings as many times as you wish within this time frame
and it is not a first-come first-served process. The allocation process only starts after the
iSurvey interface is closed. Any students who have not indicated preferences by the closing
date will be provisionally allocated to a member of staff. We will inform you of the outcome
of the allocation process via email.
8. Erasmus Scheme
Outgoing students 2012/13
If you are interested in finding out more about the above scheme, please see the following
website for more details:
http://www.southampton.ac.uk/psychology/undergraduate/study/exchanges.page?
You can also contact our Erasmus coordinator, Val Benson (V.Benson@soton.ac.uk), for more
information.
You might also like to read about the experience of Cara, one of our recent graduates who
studied in the Netherlands. Her story can be found at:
http://www.southampton.ac.uk/psychology/about/our_students/cara_davies_erasmus.page?