Bachelor of Arts (Hons) in Psychology

This module is a core component in the field of psychology and is an introduction to biological psychology. Learners gain knowledge of key structures in the brain and nervous system, and of how the brain and nervous system influence human thoughts, feelings and behaviour. Knowledge of the neurophysiology of the nervous system and how it affects and is affected by behaviour and the environment in which that behaviour takes place, provides learners with a fundamental starting point to understanding human behaviour. In the sense that all behaviour is initiated in the central nervous system, this module underpins all subsequent modules in this programme.

This module presents core knowledge of the theory, concepts and ideas underpinning developmental psychology.  It includes theories and research covering selected aspects of perceptual, motor and cognitive development, issues of social influence, social thinking and social and emotional development, in childhood, adolescence and adulthood; which will underpin all aspects of the programme. An understanding of developmental psychology allows learners to become more aware of thoughts, feelings and behaviours; more aware of themselves and others.

Cognitive Psychology is a core area within the scientific study of Psychology. This module provides an insight into human cognitive processes including acquisition, storage and processing of information, thinking, working memory, long-term memory, perception and language. It is the first in a continuum in the area of Cognitive Psychology and presents the foundations of cognition. Learners also engage with evidence-based research to promote critical thinking skills.     

The study of personality and intelligence is core to the study of psychology. This module examines the range of psychological theory and research on individual differences in personality and intelligence. It introduces learners to the approaches of psychoanalytic theorists and behaviourists, as well as the phenomenological and social-cognitive approaches to the study of personality.   The content of this module supports and complements other modules, adds to the knowledge breadth of the learners and enhances their critical thinking skills.

Research Methods and Ethics is a fundamental area of study in Psychology. This module is an introduction to the scientific method used in psychology and provides the basis for presenting and understanding research as the scientific approach of psychologists and other social scientists. It enables learners to develop the core skills necessary to understand research design and ethical issues when conducting their own research projects in later advanced research modules: 205: Research Methods and Laboratory Practicals in Psychology in Year 2 and 304: Independent Research Project in Year 3

This module introduces learners to the idea that while philosophers and psychologists have explored many of the same ideas throughout the course of history, they have explored the nature of the mind in different ways. Through this module learners study the history of psychology, and gain an understanding of the similarities and differences between the philosophical and the psychological thinkers and their major ideas, that have reoccurred throughout history, such as the mind-body problem and the relation between self and world. Learners are introduced to the history of Psychology, its foundations in scientific and philosophical tradition and its impact on contemporary society and culture.

This module delivered in semester 1 introduces learners to the personal and professional skills and attitudes required to pursue an academic qualification in psychology. It equips learners with the core skills, attitudes and strategies associated with meaningful study. The module also introduces learners to logic and scientific thinking and allows them to build and apply critical thinking skills.  Understanding the requirements for successful study and gaining competence and confidence in the often-hidden aspects of learning will enable learners to focus fully on the specific content and requirements of other programme modules. Skills developed here will enable them to approach each academic aspect of the programme skilfully, methodically, and with confidence.

Research indicates that creativity needs to be seen as a capacity of human intelligence, rather than a subject or event and that creativity should be stressed as a universal capability (Prentice, 2000; Robson, 2012). Creativity skills developed through the arts carry human beings toward new ideas, new experiences, and new challenges, as well as offering personal satisfaction and intrinsic motivation.  The module enables learners to recognise, cultivate and apply creative thinking in their chosen area of study and to consider character traits related to creativity, e.g., persistence, curiosity, self- regulation and intrinsic motivation.  This module looks at the potential of ‘arts education’ to contribute to a wider range of creative life skills, necessary in the 21^st century e.g. critical thinking, creative investigation and problem solving. The symbiotic relationship between creativity and critical thinking is also an important concept, where creativity is disciplined by critical thinking and critical thinking is expanded through recognition of its creative function.

This module introduces the developmental milestones associated with early, middle, and late adulthood. Learners investigate the physical, cognitive, and socioemotional changes that occur across a lifespan from birth to old age. A wide range of topics relevant to the psychology of ageing will be introduced, including memory, social relationships, identity and personality, health, successful ageing, death and dying. Psychology of Ageing is important to many features of daily life, from workplace and the family, to public policy matters. It is complex, and new questions are continually raised about how behaviour changes with age.

Social psychology, which studies people behaviours with a special attention to our relationships and how we affect one another, is a fundamental field within the discipline of psychology and as such is a core aspect of the programme.  This module builds on module 102: Developmental Psychology and engage learners with debates, issues, schools and current critiques within social psychology. Learners’ understanding of the core area of social psychology will advance and social psychology will become ‘relevant ‘to learners allowing them to make connections and to see the application of psychology to everyday life in a variety of contexts.   

This module represents a natural progression from module 103: Cognitive Psychology 1, allowing learners to expand on previous learning and to integrate knowledge across modules. Learners explore theories of intelligence, cognition, problem-solving, creativity and contemporary approaches to learning and knowledge. They will also investigate the relationship between emotion and cognition. The philosophical influences on cognitive psychology will be woven throughout.

This module gives learners a deeper insight into the ways in which theory and research methods in personality, intelligence, and individual differences have developed, sometimes in competition and sometimes in cooperation. It offers learners the opportunity to integrate knowledge on the major perspectives of personality and to see how these perspectives may be applied to a range of experimental, physiological, clinical, educational, criminological and industrial psychological issues.  The module also looks at psychological measurement and the strengths and limitations of psychometric measures including the design and application of such measures.

This module advances the skills and knowledge gained in module 105: Introduction to Research Methods and Ethics. It enables learners to conduct empirical psychological research in a laboratory setting and to collect and analyse data using a range of statistical tests. An understanding of how to collect, analyse and interpret quantitative data is a core objective.

Psychology has a fundamental role in the field of education and this module provides learners with knowledge of theoretical frameworks and psychological constructs as they apply to education and the complementary aspects of teaching and learning. Learners challenge, formalise and build on their prior knowledge of psychology and encounter the key psychological concepts, perspectives and practices relating to two major complementary aspects of educational practice: teaching and learning. Concrete issues involved in effective and inclusive teaching and learning in schools are addressed and learners consider how psychological concepts can be used as a basis for inclusive teaching, learning and assessment strategies, informed by an understanding of individual learner needs.

The module offers the opportunity for deeper engagement with the academic and critical thinking skills needed to progress across the programme. It builds on module 107: APD 1. In particular learners develop their critical thinking skills and are encouraged to put forward logical, evidence-based arguments and to evaluate and critique others’ academic writing on the same basis. Leaners build on their existing knowledge of the conventions of academic writing and develop their communication and presentation skills. Learners at this stage are expected to be proactive in the mastery of academic skills necessary for success.

Lifelong learning is now recognised as one of the most important competencies that people must possess. This module introduces the concept of lifelong learning in the 21^st century as a continuous, collaborative, self-directed, active, and positive process, applicable to all aspects of a person’s life. In particular it will focus on the connection between lifelong learning, wellbeing and good mental health.

This module builds on module 101: The Biological Bases of Behaviour to further explore the psychological functions of different brain areas. It supports learners to discuss and think critically about the relationship between behaviour and brain function, through the study of classic studies in neuropsychology. The Biological bases of human behaviour are a core component in the field of psychology and Neuropsychology represents a fundamental application of this core component. Neuropsychology also builds on other core modules in the psychology curriculum including cognitive psychology, individual differences, developmental psychology and research methods. In the sense that all behaviour is initiated in the central nervous system, this module synthesises all previous modules in this programme.

A capstone module is closely linked to a learner’s personal and professional development, and conducting an empirical research project is a fundamental aspect of any psychology degree. This module is an integrative and culminating module, requiring learners to engage in independent research, showcasing the skills and knowledge they have acquired across their programme of study. Learners produce a piece of research demonstrating mastery of key skills in psychological research and the attainment of graduate attributes. This module facilitates professional skills such as critical thinking, problem solving, creative thinking, communication, research, media literacy, planning, self-sufficiency, goal setting i.e., skills for professional life. It facilitates personal growth whereby learners, having completed their capstone module will have a sense of achievement and can confidently progress to further study or work.

This module introduces the area of counselling and psychotherapy, origins, theories (historical and contemporary) and conditions which facilitate the therapeutic relationship, and the techniques that cross different models of psychotherapy. The module emphasises the applications of each approach through the study of real case scenarios and case studies. The content allows learners to link knowledge across modules e.g., to modules 104 and 204: Personality and Individual Differences 1&2 and modules 210 and 302: Adulthood and Ageing and Mental Health and Psychopathology, respectively.

Beyond knowledge of psychological theory and practice, graduates in psychology who hope to practice in any of a range of settings, whether clinical, community, organisational or private, must develop a range of dispositions and skills conducive to best ethical and professional practice. This module supports learners in the development of a professional identity through the introduction of a range of practical and professional skills and attitudes relevant to possible future study and work in the field of psychology. The module stresses the importance of professional teamwork and the legal, ethical and regulatory issues related to the profession.

Building on the knowledge gained in the core areas of psychology, learners explore key concepts in the study of Special Needs Education, a core component in the health, care and education of human beings and an applied area in psychology. This module links psychology to special needs education. It addresses the principles and issues relating to the inclusion of children with special needs and enables learners to recognise, through the exploration and analysis of evidence-based research, the complex processes involved in responding to and supporting the diverse needs of people with special educational needs.