Year one core modules

• Fundamentals of Cognitive Psychology

  Our experience of the world is an interpretation based on many cognitive processes being carried out by the brain. Because these processes are so automatic, and their outcome so convincing, people are often not aware that what they are experiencing is merely an interpretation, and as such can be inaccurate. This module will challenge students to think more clearly about this, and consider the ways in which the brain constructs its interpretation of the world, and the ways in which this interpretation can be misleading. The module aims to give students a broad understanding of cognition and how we process information about the world by introducing the major issues underpinning cognitive psychology, drawing attention to the key conceptual and ethical considerations of research in the area. Throughout the module, several key issues will be repeatedly addressed, e.g. the interactive nature of cognitive processing, and the core role of empirical research in developing cognitive theory. Areas to be covered in the module include: Visual perception, Learning, Attention, Memory, Language, and Problem Solving. The module will be delivered through a combination of lectures and practical based sessions during which students will be given the opportunity to carry out classic experiments supporting major theories in cognitive psychology. Students will be taught how to write up research using APA format, and their ability to do this will form part of the assessment for the module. In addition to this element of assessment, a multiple choice examination will be used to assess students' general understanding of the module material. This module will provide students with insights into their own cognitive processes (such as learning and memory) which they can apply to help in their study and understanding of other parts of their degree. It will equip students with a range of key transferable skills useful in the workplace, such as report writing, data analysis, and logical thinking.

• Introduction to Abnormal & Health Psychology

  This module provides an introduction to abnormal and health psychology. We examine the way in which these disciplines apply psychological knowledge to an understanding of health and illness, and the interventions which can be used to improve health or relieve the symptoms of illness. We examine how concepts of health have changed over time, what we mean by normality and abnormality, and the different models that psychologists have used to understand the causes of mental ill-health. We also examine specific health problems, both physical and mental, including eating disorders, stress, trauma, and sexual disorders. We also consider the different methods that can be used by clinical and health psychologists to enhance people's physical and mental health, both individual, family and population based. The module delivery consists of 18 lectures and 6 seminars: the former are mainly concerned with imparting information and the latter are concerned with illustrating material presented in the lectures as well as preparing students for the assessment, which is an essay and an exam. The module will enable students to develop skills in the management and organisation of information and the use of library and internet resources, as well as the opportunity to develop their written communication skills. The module will be of interest to students who would like to pursue a career in clinical or health psychology, or related areas, such as forensic psychology.

• Issues in Child Development and Social Psychology

  This module provides an extension to the introductory module on social psychology and developmental psychology. It builds on the general foundations given in its pre-requisite module, by introducing students to more specific domains of child development and social psychology. Whereas the pre-requisite module carries slightly greater focus on social psychology, this module carries slightly greater focus on developmental psychology. Students are introduced to quite a wide range of domains of research in developmental and social psychology, whilst avoiding having to consider any one topic in too much depth. The developmental and social parts of the module are largely independent. However, each topic covered in the developmental part builds on previously covered topics; ending with an overview of normal and non-normal developmental profiles. Similarly, each topic in the social part to some extent builds on earlier topics. These begin with an introduction to the domain of social cognition, and end by showing how theories of prejudice can account for specific types of prejudice. The module delivery consists of 18 one hour lectures and 4 one-and-a-half hour seminars. The assessment for this module is a single 3 hour exam. Students will gain skills in analyzing theories, relating theories to evidence, and synthesising material from diverse sources.

• Key Skills for Psychology

  Psychology is a broad discipline and most psychologists specialise in relatively narrow areas of expertise. However, all psychologists share basic skills in understanding, conducting and communicating research and this module aims to give students a grounding in these skills. Psychology is driven by empirical research - we start with a question of interest, formulate an hypothesis which we wish to test, design and implement a study to test the hypothesis, analyse the results and discuss the findings. This module will give students the basic skills needed to produce a research report from beginning to end including experimental design, statistical data analysis, the use of resources and software, writing and presentation skills, ethical issues and general study and research skills. Assessment will involve three components: 1) a portfolio of practical work including practice in writing each section of a research report and other relevant skills-based exercises. 2) The writing of a research report. 3) A multiple-choice and short answer examination. This module provides a vital grounding for Psychology students as well as offering a range of useful, transferable skills such as data analysis and report-writing which are valued by employers.

• Social and Developmental Psychology

  This module will provide an introduction to key topics, theories and issues in social and developmental Psychology. It will enable students to understand how certain behaviours and experiences can be shaped by different social contexts (the family, peers, society) and the impact of these on social and emotional development. Key areas within social psychology (attitudes, interpersonal communication, social influence, groups, identities and ethics) and developmental psychology (genetic and environmental influences, language, cognitive and emotional development and ethics) are covered. The module includes consideration of methodological issues, and some introduction to the conceptual debates that characterise social and developmental psychology. Applications of the work of social and developmental psychologists are also considered. This module will be assessed through an essay and oral presentation. Students will learn transferable skills such as how to manage information and to collect data from appropriate sources, as well as oral communication skills.

• Theoretical Foundations in Psychology

  This module will give students an overview of some of the theoretical, philosophical and historical foundations of the discipline of psychology. Psychology is often defined as the 'science of the mind' but students will be made aware that there has been much debate both within and outside psychology as to how to define both 'science' and 'mind'. To illustrate these debates the module focuses on different approaches to psychology, for example: introspectionism, behaviourism, psychoanalysis, cognitive psychology, and artificial intelligence. Debates about the subject matter and the methodology of psychology are also put into perspective by outlining different approaches to the philosophy of science and the philosophy of mind. Students are encouraged to begin to think critically about the subject and to develop their own arguments relating to different approaches to psychology. The module delivery consists of 18 lectures and 4 seminars: the former are mainly concerned with imparting information (although some will be interactive), and the latter are concerned with preparing students for the assessment (which will be an essay which draws together several of the themes of the module). The seminars will involve some group work and also some independent work in which students will be encouraged to develop their analytical and evaluative skills with guidance from the tutor. By the end of this module, students should have gained useful written communication skills (particularly with regard to evaluation) and also be able to manage and synthesise information from different sources.

Year two core modules

• Biopsychology

  '...your joys and your sorrows, your memories and your ambitions, your sense of personal identity and free will, are in fact no more than the behaviours of a vast assembly of nerve cells and their associated molecules' (Crick, 1990). Biological Psychology is one of the major paradigms in modern psychology and a good working knowledge of biological psychology is essential to understand many areas of contemporary psychology, for example drug therapy in Abnormal Psychology, why stress can make people ill in Health Psychology and even why the sensation of falling in love is quite so powerful. Biopsychology introduces students to the physiological mechanisms that underlie all behaviour and cognition. Initially, the module introduces the philosophy that underpins biological psychology, and discusses issues such as determinism, reductionism and free will. The module then focuses on capture, communication and processing of information in the nervous system and looks in detail at the mechanics of these processes, for example, the structure and function of the brain and nervous system. The complex interplay between 'psychology' and chemical messages - such as cytokines and hormones is introduced. The module introduces students to the role that evolution and genetics may play in behaviour and cognition. Finally, the module shows how biological psychology can be applied to contemporary psychology. The module is delivered via lectures, seminars and practical demonstrations of key areas. The module is assessed via an examination and a critical review of a current or classic biological psychology book.

• Contemporary Social Psychology

  The discipline of social psychology is currently characterised by diversity and competing paradigms. This module explores contemporary social psychology by examining a range of theoretical perspectives. The concept of 'levels of analysis' is used to structure comparisons between theories and approaches. The module explores modern European forms of social psychology that arose as a critique to traditional social cognitive approaches, and place more emphasis on social and collective processes (for example, social constructionism). Students will critically analyse and evaluate ways in which these various forms of social psychology have contributed to an understanding of human behaviour and experience within a social context. Throughout the module, students are presented with examples of how theoretical ideas have been applied to tackle various 'real-world' issues. This module is delivered via lectures and seminars and is available to students in the second year of psychology courses. Assessment is via coursework and an unseen examination at the end of the semester. The module will develop transferable skills such as management of information, challenging received opinion, and taking responsibility for own learning with minimal guidance.

• Issues in the Professional Practice of Psychology

  In this module, students will develop an awareness of the moral and practical implications of being a professional psychologist. Students will be encouraged to reflect on the assumptions and limitations of the knowledge base guiding the practice of psychology, and to consider their implications. The module provides an understanding of professional skills of specific relevance to psychology, including professional codes of conduct and ethical behaviour in research and practice; planning research and writing a research proposal; bibliographic search strategies and effective literature review; working collaboratively in research; scientific publishing - how it works; communicating scientific results using different methods and to different audiences; personal and career development. Students will have the opportunity to acquire skills which are key to their development should they wish to pursue a career in psychology, but which are also of relevance for students whose career interests lie elsewhere. The module is assessed via an examination and a research proposal. Students who plan to take the Psychology Project module in the final year would benefit from having taken this module.

• Learning, Memory and Perception

  Underlying all psychological functioning is the ability to perceive, remember, and alter our behaviour in response to information in the world. These basic psychological processes of perception, memory and learning were the first areas of study for empirical psychology and this module examines both the historical development of these areas as well as the current state of knowledge in each area. An overview of principles of associative learning will be given including the principles of operant and respondent conditioning and the distinction between contiguity and contingency in learning. We will also consider how the principles can be applied in practical situations such as the treatment of phobias. The underlying neurophysiological mechanisms of memory as well as cognitive models of memory will be presented. Experimental findings of short-term, long-term, implicit and explicit memory, as well as problems of memory encoding, organisation, retention and retrieval will be addressed. Disorders of memory associated with brain injury will be discussed. Models of visual perception and attention will be discussed and experimental findings on change blindness, object perception and face perception will be evaluated. We will also consider the effect of learning and experience on perception as well as some of the neuropsychological impairments which can affect perception.

• Personality, Intelligence & Psychometrics

  This module is designed to enable students to develop an understanding of key contemporary approaches to the study and assessment of personality and intelligence. In this module we examine the assumptions behind theoretical approaches to personality and intelligence; the nature of personality and intelligence; the theory of psychometrics; the strengths, implications and limitations of different approaches; and the applications of theory. The module links theoretical approaches with assessment and includes the development of basic skills in understanding and using psychological tests. The module is suitable for students who have a basic understanding of psychology and is normally available to those who have studied some psychology research methods in their first year. It is delivered via lectures and seminars and includes some practical work on psychological testing. It is assessed via an examination. As well as acquiring a detailed knowledge of major theories of personality and intelligence, this module enables the development of awareness of the social and ethical implications of the measurement of individual differences. The module develops students' skills in problem solving, evaluation and autonomy.

• Psychopathology

  This module provides an introduction to psychopathology and clinical psychology. The module introduces students to the various psychological disorders, as well as their aetiology and treatment. The module will also look at models of psychopathology, as well as its classification and diagnosis. Broad theories of the development of the various psychological disorders will be touched on, drawing from psychodynamic, cognitive, and neuroscience perspectives, as well as social factors. Students will learn about the various psychological disorders through a series of lectures. Seminars will provide more focused discussions on particular disorders. Case studies and/or media examples will be used to aid understanding of various psychological disorders.

• Research Techniques for Psychology

  This module develops a critical understanding of the principles of data collection and analysis for psychology, and considers the theoretical bases of various qualitative and quantitative methods. Theoretical, conceptual and ethical issues are covered during the lectures; the emphasis is on ensuring that students understand the logic behind the techniques covered, so that they know when it is appropriate to use a particular approach, and how to interpret its output. Concepts covered in the lectures are brought to life by the use of associated practical and computer examples in the seminar sessions. A key part of the module will be the group project, where students will be given the opportunity to work in a group to design and carry out in an ethical manner an independent piece of research in an area of their own choosing. The course will be delivered through a combination of lectures and lab-based practical sessions. The first part of the course (in Semester 1) will focus largely on quantitative data analysis techniques, and the second part (in Semester 2) will extend students' understanding by providing a wider view of a range of qualitative and quantitative methods and tests. Students' understanding of the material will be assessed through a range of class based assessments (multiple choice and SPSS based) and a research portfolio. The module will equip students with a wide range of highly useful transferable, research and analysis skills (such as numerical skills, use of SPSS, IT skills, experimental design, report writing, group work, research using the library and internet databases, and oral presentations) which are highly relevant in the employment environment.

Year three core modules

• Clinical Psychology

  This module will enable students to have a critical awareness of the issues and debates involved in understanding deviant behaviour. It examines the psychological, social, cultural and biological influences and predispositions upon general definitions of abnormality and specific disorders. Particular categories of disorder will be studied in order to illuminate controversies concerning the value of models, methods of classification and diagnosis. Specific syndromes addressed in detail in this module are: major depression and mania, schizophrenia, and suicide. For each of these specific disorders, the diagnostic criteria, course, epidemiological factors, biological predisposition and treatment strategies (such as cognitive behaviour therapy, psycho-pharmacological treatments, and suicide prevention) are reviewed and critically evaluated. Students will learn that multiple factors can contribute to the development of mental illness and that often different psychiatric syndromes can co-occur in one patient. The role of social factors such as gender and culture in the classification and treatment of mental ill-health is discussed. Current research streams and findings on biological origin of mental illness and treatment will be presented and discussed. The module is available for students in the third year of psychology courses. Lectures will be illustrated by video demonstrations of patients with different forms of mental illness and the discussion of these case studies. Students will learn to work independently as well as in small teams/groups where they will discuss and critically evaluate contemporary issues in Clinical Psychology. Work in seminars and preparation for lectures will require the ability to independently research literature in the library and internet databases on different topics presented in lectures. This module will prepare students particularly for working in clinical settings (i.e. with psychiatric patients).

• Atypical Development

  The course will introduce a variety of developmental disorders including Downs' Syndrome, Williams' Syndrome, dyslexia and autism. The module will include an analysis of the biological, cognitive and social profiles of each. Students will gain an insight in to the main symptoms of each clinical condition and the prognosis for people with these disorders. This will be done by discussing published literature and studying symptoms of children and adults with these disorders in video demonstrations. The course also covers the effects of early brain injury. Problems in the assessment and diagnosis of developmental disorders will be addressed as well as the range of psychological theories that have attempted to explain the different clinical conditions. Ethical issues and working with clinical populations will also be considered. Students will learn to critically evaluate contemporary issues in neurodevelopmental psychology supported by a range of academic literature. This module will be particularly useful for those considering a career related to development, educational or clinical psychology or a career working with typically developing children or children with special needs.

• Language and Thought

  This module provides an introduction to key themes, theories, research programmes and methods to understand processes underlying human language and thinking within the domains of cognitive psychology and cognitive neuro-psychology. Intact and impaired processes involved in spoken language, reading and spelling will be explored in different languages with a special interest in whether these processes are universal or language specific. The module will equally provide the opportunity to study human problem solving, reasoning and decision-making as well as establishing an appreciation of the different approaches and models. Contradicting evidence from reasoning in the laboratory and the real world will be examined to understand how human reasoning differs from idealised accounts provided by theories of logic and probability. Acquisition of literacy and associated developmental problems such as dyslexia will also be examined. Furthermore, the module explores bilingualism and related issues in acquiring and maintaining a second language. Students will learn to work independently as well as in small teams/groups where they will discuss and critically evaluate contemporary topics on language and decision making processes, some group work will be discussions of case studies. Work in seminars and preparation for lectures will require students' ability to independently search literature in the library and Internet databases on topics presented in lectures. This module will enhance students' communication skills in group settings and will also prepare them for working with intact and language impaired individuals. Lectures will be used primarily to deliver core material that will be available electronically via the WebCT along with additional study materials and reading lists. Seminars will provide opportunities to develop skills to enhance students' autonomous and critical learning. Students will have an opportunity to attend workshops and take part in psycholinguistic research and produce a brief report as part of their assessment which will be equally split between coursework and exam.

• Lifespan Development

  This module aims to give students an overview of human development across the lifespan. It complements and goes beyond Level 1 modules on psychological development, which focused on childhood. By contrast, the emphasis in this module is on development across the lifespan, including how childhood experiences affect later development. Different approaches to human development will be discussed and compared, and students will be encouraged to apply theories of development to particular case studies. Some of the different approaches to human development to be studied include: attachment theory, behavioural genetics, psycho-dynamic theories, and biopsychosocial approaches. Different domains of human development will be covered, e.g. cognitive, social, emotional, and moral development across the lifespan. One strand of the module examines the development of meta-representation (i.e. how people view their own cognitions, desires and emotions) and how this relates to personal development and self-explanation. This applies to various domains including: development of a theory of mind; development of representations of relationships (e.g. in attachment theory); and problems in self-representation in clinical settings. Students will explore some of these issues in work using case studies. The module delivery consists of 14 lectures and 4 seminars. The assessment is a 3,000 word case study in which students will be required to apply two theories of psychological development to a particular case of their choice. In order to help prepare for this case report, the seminars will include student group presentations of case studies in which students will reflect on how well they think they have explained their case. The tutor and the rest of the class will also provide feedback on this. As a result, students who successfully complete this module will gain intellectual skills of evaluating and applying theories to data, and also transferable skills of group working, self-evaluation, autonomy and communication.

• Neuropsychology

  This module introduces students to major neuro-psychological syndromes following brain damage. The most frequent syndromes in clinical practice such as aphasia, amnesia, agnosia, dementia, epilepsy and Parkinson's disease are discussed. Students will be introduced to a variety of different tests and assessment procedures applied in clinical neuropsychology and for each of the clinical syndromes, relevant neuro-psychological and psychiatric symptoms will be outlined. Problems in the assessment of brain-damaged patients as well as treatment procedures available will be discussed. The aim of the module is also to make students aware of the theoretical concepts of cognitive processing derived from the study of brain-damaged individuals. One major question will address the way in which the study of brain-damaged patients can help us in the understanding of brain functions. Students will obtain insight into the relation between brain structure, cognitive processing and observable behaviour by looking at case studies of neuro-psychological patients. This will be done by discussing published individual case descriptions and by studying symptoms of patients in video demonstrations. Concepts, theories and experimental methods of cognitive neuroscience and neuro-psychology will be evaluated as well as therapeutic approaches in the neuro-rehabilitation of brain damaged individuals. Finally, the potential mechanisms underlying cortical reorganisation after brain injury and underlying learning of new information on healthy individuals will be discussed.

• Psychology Project

  The psychology project provides students with an opportunity to develop, conduct and analyse their own research project, and as such requires a high degree of autonomy from the student. The module supports students in the preparation and submission of an Undergraduate Research Project worth 30 credits and involving 300 hours of student commitment. It provides students with the opportunity to select an area of psychology, ethically evaluate their research, carry out an in-depth literature review of that area, formulate hypotheses based on that review and design a study to test these. Having collected the data, students will then be required to analyse, evaluate and discuss their findings, and present them with a project that adheres to the appropriate format. The length will in no circumstances exceed 8 000 words.

• Psychological Therapies

  This module provides an introduction to some of the main methods of psychological interventions used by clinical, counselling and health psychologists in therapeutically helping people. These interventions are used to assist people in strengthening their capacity to manage and cope with their lives, and help work through some emotional difficulties. The module will cover some of the core theoretical principles and techniques used in various psychological interventions, when working with individuals (both children and adults) as well as with families and groups. The module will also show that the therapeutic relationship is central to a variety of psychological interventions. The different interventions used also aim to assist clients and patients to make meaning of their distress. Students will learn the principles of various interventions through a series of lectures. Seminars will provide more focused discussions on particular interventions.

Year one optional modules

• The Psychology of Everyday Life

  This module provides specialists and non-specialists in psychology with a psychological perspective on various issues of everyday life. During the module, we look at a number of topical issues in order to demonstrate how psychology can provide insight into people's behaviour, and how we benefit from a scientific psychological approach. Topics which are included will depend upon the interests and expertise of the academic staff who are involved in teaching the module and therefore may vary from time to time. The kinds of questions which we might address include: Does criminal profiling work? Can we measure intelligence? Why do we sleep? Do dreams have meaning? Why do we forget things? How accurate are eyewitness accounts of crime? What is love? Students will be encouraged to question 'common sense' views of the world and use evidence to draw conclusions about questions of human behaviour. Ethical issues in psychological research will be addressed. The module delivery consists of 18 lectures and 4 seminars: the former are mainly concerned with imparting information and the latter are concerned with preparing students for the assessment, which is a portfolio of short essays. The module will enable students to develop skills in the management and organisation of information and the use of library and internet resources, as well as the opportunity to develop their written communication skills.