UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module
SP639: Freud and Post-Freud
2.
School which will be responsible for management of the module
Psychology
3.
Start date of the module
Spring 2012
4.
The cohort of students (onwards) to which the module will be applicable
2011/12
5.
The number of students expected to take the module
40
6.
Modules to be withdrawn on the introduction of this proposed module and consultation
with other relevant Schools and Faculties regarding the withdrawal
Freud (SP549) and Post-Freud (SP550)
7.
Level of the module
H
8.
The number of credits which the module represents
15
9.
Which term(s) the module is to be taught in (or other teaching pattern)
Spring
10. Prerequisite and co-requisite modules
None
11. The programme(s) of study to which the module contributes
All Psychology Undergraduate Programmes
12. The intended subject specific learning outcomes and, as appropriate, their relationship to
programme learning outcomes
The following specific learning outcomes will be acquired upon successful module
completion:
12.1
Understanding of the practical role played by psychoanalytic psychology in
society
12.2
Knowledge of psychoanalytic psychology as a discipline and research
methods used within psychoanalytic psychology
12.3
Awareness of the fundamental application of psychology, as a science, to
understanding key issues in psychoanalytic psychology
12.4
Understanding of key concepts and sub-topics within psychoanalytic
psychology and how they relate to each other (i.e. ability to synthesise core
concepts within psychoanalytic psychology)
12.5
Basic ability to evaluate core theories and research in psychoanalytic
psychology
In addition to these specific learning outcomes, this course will make valuable
contributions towards the more general aims of undergraduate programmes through:
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UNIVERSITY OF KENT
12.6
12.7
12.8
Developing students’ awareness of fundamental psychological perspectives
and how they relate to society
Developing students’ understanding of the range of approaches available for
applying psychology
Providing students with research led teaching
13. The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
In addition to specific learning outcomes, the following generic learning outcomes will be
acquired upon successful module completion:
13.1
13.2
13.3
13.4
13.5
Appreciation and understanding of the variety of theoretical and
methodological approaches used in psychology
Development of self reflective qualities required to receive constructive
feedback from staff in order to improve understanding and academic
performance
Development of independent learning and research skills required to support
academic learning and development
Development of self-regulation skills in the form of study planning and overall
time management
Development of information technology skills required to obtain key learning
resources (e.g., use of online journals and learning resources as directed by
lecturers).
14. A synopsis of the curriculum
This module provides students with a critical introduction to Freudian and postFreudian psychoanalytic psychology. It will include a critical evaluation of theory,
method, and data in relation to fundamental concepts in psychoanalytic psychology –
e.g. the unconscious, infantile sexuality. It will also provide a critical introduction to
the application of these concepts to specific clinical conditions (e.g. neurosis,
depression, autism, schizophrenia); to adult and child psychotherapy; and more
generally to society (including social and cultural issues such as politics and art).
15. Indicative Reading List
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


P. Gay (1995) The Freud Reader Vintage
J. Lear (2005) Freud Routledge
J-M. Quinodoz (2005) Reading Freud Routledge
J. Sayers (2007) Freud’s Art Routledge
16. Learning and Teaching Methods, including the nature and number of contact hours and
the total study hours which will be expected of students, and how these relate to
achievement of the intended learning outcomes



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Lectures: 11 one-hour lecture per week – i.e. 11 hours per term – each lecture will
provide students with an in-depth examination of the main concepts, issues, and
research method related to the topic of that week’s teaching. Lectures are designed
to meet subject specific learning outcomes 12.1 to 12.8, and generic learning
outcome 13.1.
Pre-seminar assignments: 11 three-hours preparation per week – i.e. 33 hours per
term. Pre-seminar assignments are designed particularly to meet subject specific
learning outcomes 12.4 to 12.6, and generic learning outcomes 13.3 and 13.4.
Seminars: 11 one-hour seminar per week – i.e. 11 hours per term – involving critical
discussion of the lecture topic in relation to the pre-seminar reading and assignment.
Seminars are designed to meet subject specific learning outcomes 12.1 to 12.8, and
generic learning outcomes 13.1 and 13.2.
Essay research, writing, & exam revision: private study of approximately 35 hours
research for, and writing of the mid-term essay; plus 50 hours research for, and
writing of the end-of-term extended essay or revision of topics for the summer exam.
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UNIVERSITY OF KENT

Essay research, writing, & exam revision are designed to meet subject specific
learning outcomes 12.1 to 12.7 and generic learning outcomes 13.1, 13.3 to 13.5
Total study hours: 140 hours
17. Assessment methods and how these relate to testing achievement of the intended
learning outcomes
Mid-term essay: Students are required to submit a 1,500 word mid-term essay – this
contributes to 20% of the total course mark. This will assess subject specific learning
outcomes 12.1 to 12.5 and generic learning outcomes 13.1-13.5.
In addition to the mid-term essay students are required to opt for either (1) or (2)
below:(1) Extended essay: This option entails students submitting a 3,000 extended essay
by the first day of the summer term – this contributes to 80% of the total course mark.
This will assess subject specific learning outcomes 12.1 to 12.5 and generic learning
outcomes 13.1-13.5.
(2) Summer exam: This option entails students answering two out of seven essay
questions in a two-hour summer term examination designed to assess subject
specific learning outcomes 12.1 to 12.5 and generic learning outcomes 13.1-13.5.
18. Implications for learning resources, including staff, library, IT and space
19. The School/Collaborative Partner (delete as applicable) recognises and has embedded
the expectations of current disability equality legislation, and supports students with a
declared disability or special educational need in its teaching. Within this module we will
make reasonable adjustments wherever necessary, including additional or substitute
materials, teaching modes or assessment methods for students who have declared and
discussed their learning support needs. Arrangements for students with declared
disabilities will be made on an individual basis, in consultation with the
University’s/Collaborative Partner’s (delete as applicable) disability/dyslexia support
service, and specialist support will be provided where needed.
20. Campus(es) where module will be delivered 1
Canterbury
If the module is part of a programme in a Partner College or Validated Institution,
please complete the following:
21. Partner College/Validated Institution
22. University School (for cognate programmes) or Faculty (for non-cognate programmes)
responsible for the programme
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY
SCHOOL
Statement by the School Director of Learning and Teaching/School Director of
Graduate Studies (as appropriate): "I confirm I have been consulted on the above module
proposal and have given advice on the correct procedures and required content of module
proposals"
................................................................
..............................................
Director of Learning and Teaching/Director of Graduate
Date
1
Required for information purposes only. Changes of campus will not require re-approval of the
module specification.
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UNIVERSITY OF KENT
Studies (delete as applicable)
…………………………………………………
Print Name
Statement by the Head of School: "I confirm that the School has approved the introduction
of the module and, where the module is proposed by School staff, will be responsible for its
resourcing"
.................................................................
..............................................
Head of School
Date
…………………………………………………….
Print Name
SECTION 3: MODULE IS PART OF A PROGRAMME IN A PARTNER COLLEGE OR
VALIDATED INSTITUTION
(Where the module is proposed by a Partner College/Validated Institution)
Statement by the Nominated Officer of the College/Validated Institution (delete as
applicable): "I confirm that the College/Validated Institution (delete as applicable) has
approved the introduction of the module and will be responsible for its resourcing"
.................................................................
Nominated Responsible Officer
College/Validated Institution
of
..............................................
Partner
Date
………………………………………………….
Print Name
…………………………………………………..
Post
………………………………………….
Partner College/Validated Institution
Module Specification Template
Last updated November 2011
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