Psychology and Childhood Studies BSc (Hons)

Course length: 3 years full-time, 4.5 years part-time (for further information on part-time courses click here)

Overview

What does the course cover?

Psychology and Childhood Studies provides an ideal foundation for any student interested in a career as a psychologist with a particular focus on applying those skills to working with children and young people. This programme combines the study of two disciplines (Psychology and Working with Children, Young People and Families) to provide students with the knowledge and understanding needed for a range of career opportunities. Whilst this degree does not provide you with a professional qualification in working with children and young people, it provides an excellent basis for applying to do such training at postgraduate level.

You will gain knowledge, understanding and skills in all the core domains of psychology (individual differences, cognition, development, biopsychology and social psychology) whilst exploring the social, economic, educational, political and cultural issues and barriers facing children and young people.

You will be taught by a highly qualified and experienced team of academic lecturers who are at the cutting-edge of their disciplines, allowing you to discover and explore the latest developments in the field.

What is noteworthy about this course?

Psychology and Childhood Studies will enable students to apply psychological knowledge and understanding to work with children and young people. The programme will teach students how to reach valid conclusions based on scientific underpinnings. Students will be introduced to the five major strands of psychology, which are individual differences, cognition, development, biopsychology and social psychology, plus research methods. The course will inform students about the practicalities of working with children and young people in research and social contexts, emphasis will be placed on current social and educational policies within child care and safeguarding. Psychology and Childhood Studies will explore how society views childhood, how children develop, the challenges facing children and young people today in addition to reviewing the impact of relevant legislation.

All students on this programme complete a work-based placement in year 2 which can involve working with children and young people. In year 3, students will undertake a piece of research (in the form of a dissertation) in the Psychology and Childhood Studies area.

How will I be assessed?

The Psychology and Childhood Studies degree programme uses a wide variety of forms of assessment, designed to help you develop a range of skills that will be invaluable in the modern professional work place. The assessment strategy for the degree includes traditional essays, exams, short notes and multiple ­choice tests. Also included in the strategy are less traditional assessments, such as designing a web page, Power Point presentations, writing dialogues and presenting portfolios. Finally, there are a variety of assessments linked to research, which include writing reports, giving conference style presentations, and writing a dissertation.experience

What is GBC?

Newman's Psychology and Childhood Studies BSc degree is accredited by the British Psychological Society (BPS), and students gaining at least a lower 2nd class honours degree gain Graduate Basis for Chartered Membership (GBC) with the BPS.

In the United Kingdom, psychology degrees are regulated by the British Psychological Society. Only those degrees which meet a minimum standard, and are judged as providing a sound basis for progression into further post­graduate training in psychology, are accredited. Accredited courses are said to provide the graduate basis for chartered membership (GBC).

What careers could I consider?

As a graduate you will be furnished with valuable transferable skills that will enable you to pursue a range of career opportunities. Following postgraduate training, students can enter the various psychological professions, including educational, clinical, occupational and counselling psychology.

The MSc Clinical Applications of Psychology programme is available here at Newman for students who wish to continue psychology at postgraduate level. The issues covered in this course would benefit those who eventually want to specialise in working with children and young people.


Newman University would like to draw your attention to our Academic Regulations. These regulations are your Terms of Reference and should be considered when making a decision to study with our institution.

Entry requirements

September 2018 Entry Requirements

104 UCAS points, to include minimum grades of CC at A Level or equivalent (e.g. MM at BTEC Diploma) or 96 UCAS points from a maximum of 3 A Levels. 
As it is not possible to achieve 104 UCAS points through an Access course, Access students will need 106 UCAS points.

Access Students can achieve this with the following combination of Distinction, Merit and/or Pass grades at level 3 achieved from a completed Access course:
D27-M0-P18; D24-M6-P15; D21M12-P12; 
D18-M18-P9; D15 M24-P6; D12-M30-P3; 
D9-M36-P0

5 GCSEs at grade 4/C or above to include GCSE English and mathematics or recognised equivalents are also required.

Fees

Fees per academic year: 2018/19 

Full-time UK/EU Students: £9,250*

Part-time UK/EU Students: £4,950*

*Please note for 2019/20 the University reserves the right to increase fees broadly in line with increases in inflation, or to reflect changes in government funding policies or changes agreed by Parliament.

Finance and Scholarship information

Additional costs:

A Disclosure and Barring Service (DBS) is not required for entry into this programme, although it is in many cases required by employers before students can begin their Year 2 (level 5) work placement.  The cost of the DBS is currently £55 (including processing fee) with the option of subscribing to the update service which is currently £13 per year.  For more information on your DBS application please click here.

As a full time student, you will study a total of 120 credits each year. Credits are made up of mandatory modules and you may have a list of optional modules to choose from. Not every programme offers optional modules and when an optional module is available it will be clearly marked. All modules are listed below and you may not be required to complete all of these modules. Most modules are 20 credits and dissertations are 40 credits. Please note that not all optional modules run every year. For further information please email admissions@newman.ac.uk.

Year 1 modules


PRINCIPLES & APPLICATIONS OF PSYCHOLOGY


MODULE TITLE : PRINCIPLES AND APPLICATIONS OF PSYCHOLOGY

MODULE CODE : PYU401


MODULE SUMMARY :

Students will be introduced to the principles of psychology as both an academic and an applied discipline. Definitions of psychology will be considered, along with its claims to being an evidence-based science, and definitions of science and of empiricism will also be explored. Students will examine the methods used by psychologists, including an introduction to research and to the research cycle; empiricism and the scientific method; observation (measurement and sampling); explanation (e.g. correlation and causality; and the differences between quantitative and qualitative methods).

Alongside of this, the module will also examine the range of professional applications of psychology, the main roles and ways of working of psychologists working in these areas. It will also assess the role of evidence and of the scientific method in guiding the work of professionals in these areas, and the socio-political context within which professional psychologists work. Where relevant, the role and approach taken by the professional psychologist will be compared and contrasted with the role of allied professionals, such as counsellors, sports coaches and nurses. Routes to professional careers in psychology will also be considered, including the role of Graduate Basis for Chartership with the British Psychological Society.

CONTACT HOURS :

Scheduled : 48.00
Independent : 152.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Introduce students to the discipline of psychology and to its guiding scientific principles
  • Introduce students to the key principles of research (e.g. the research cycle, variables and strategies of enquiry)
  • Develop students' understanding of the role of evidence-based practice in psychology
  • Introduce students to applications of psychology within real world contexts
  • Give students and understanding of the range of contexts in which psychologists work, and of the socio-political issues associated with these contexts

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Explore definitions and the underlying principles of psychology as an academic and applied discipline.
  • Display a scientific understanding of aspects of human behaviour and experience, and an awareness of the complex interaction between these.
  • Employ evidence-based reasoning to examine practical, theoretical and ethical issues associated with the use of differing methodologies, paradigms and methods of analysis in psychology.
  • Understand the range of professional applications of psychological knowledge and routes into these.
  • Understand the role of the BPS and of Graduate Basis for chartership as a basis for entry into professional training.
  • Consider the socio-political context in which professional psychologists work
  • Understand how psychological professions employ an evidence-based approach to practice
  • Analyse and evaluate a range of key research evidence in the field of Applied Psychology.  

METHOD OF ASSESSMENT :

Component 1 - 50% Examination (2 hours)

Component 2 - 50% Essay (1500 words)

THE REFLECTIVE LEARNER IN PSYCHOLOGY & COUNSELLING


MODULE TITLE : THE REFLECTIVE LEARNER IN PSYCHOLOGY AND COUNSELLING

MODULE CODE : PYU402


MODULE SUMMARY :

This module will focus on the development of ethical, reflective and academic practice within psychology and counselling. The application of study skills such as referencing skills, group work, report and essay writing, will be enhanced. Students will evidence their personal development of learning through the application of psychological learning theories and concepts. The module will also aim to facilitate the development of students' psychological literacy and their understanding of the role that anxiety and stress can play as blocks to effective learning. Students will be required to reflect on their work in semester 1 and to produce an action plan related to achievement of personal goals and career development.

CONTACT HOURS :

Scheduled : 24.00
Independent : 76.00
Placement : 0.00
Total :  100.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Develop ethical and reflective practice through the application of learning perspectives to studying a psychology degree
  • Develop students' psychological literacy
  • Develop understanding and application of group work skills
  • Develop report and essay writing skills
  • Introduce effective action planning for further personal and career development.
  • Develop IT confidence and skills relating to word processing, bibliographic databases and e portfolios.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Relate the main learning theoretical perspectives and examples of key research evidence in the field of Psychology to an understanding of their learning development
  • Employ evidence-based reasoning to examine practical, theoretical and ethical issues associated with students' learning process.
  • Discuss the extent to which psychological theories can explain, or provide solutions to enhance reflective independent learning.
  • Written and oral Communication: can communicate clearly, coherently, fluently and within a given structure, both in writing and orally.
  • Working with Others: work as part of a team, dividing tasks efficiently and employing group resources effectively.
  • Improving own learning and development (a) time management: successfully action plan, (b) autonomy : work autonomously, setting goals and deadlines as appropriate in order to complete set tasks, (c) problem solving: can solve problems by clarifying questions, considering alternative solutions and evaluating outcomes.
  • Information Technology: developing confident in use of IT including word processing, bibliographic databases, and e-portfolios.

METHOD OF ASSESSMENT :

Component 1 - 100% ePortfolio (2000 words or equivalent in multimedia content)

FOUNDATIONS OF PSYCHOLOGY


MODULE TITLE : FOUNDATIONS OF PSYCHOLOGY

MODULE CODE : PYU404


MODULE SUMMARY :

This module provides students with a broad introduction to the history of psychology as a scientific discipline. A number of different psychological perspectives will be introduced, for example, psychobiological, cognitive, behaviourist, psychodynamic, social constructionist, and students will be expected to apply and evaluate the application of such perspectives to important contemporary issues, such as drug addiction, violent behaviour, mental illness, etc. Research skills will be developed through the use of online databases and other library resources. Students will receive basic training in using Powerpoint to produce presentations, and in using the Library-based information resources.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Provide a broad introduction to psychology as a scientific discipline
  • Consider the historical origins of modern psychology
  • Introduce the student to a number of theoretical approaches
  • Illustrate how different approaches can be used to explain the same behaviour
  • Explore key issues and debates within psychology

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Describe the important antecedents contributing to the development of contemporary psychology
  • Apply psychological theories and evaluate research findings in applied contexts
  • Evaluate different psychological perspectives for an applied problem

METHOD OF ASSESSMENT :

Component 1 - 50% Lecture and Written Narration (15 minutes)

Component 2 - 50% Examination (2 hours)

RESEARCH DESIGN AND ANALYSIS 1


MODULE TITLE : RESEARCH DESIGN AND ANALYSIS 1

MODULE CODE : PYU406


MODULE SUMMARY :

This module will introduce students to the practical applications of how psychologists design, conduct, analyse and write up an ethically sound research project.  It will also build on PYU401 (L4-1), enabling students to explore in greater depth the underlying principles of both quantitative and qualitative research. Students will explore how to use descriptive statistics to summarise quantitative data and develop their understanding of hypothesis testing and probability. Students will be introduced to the basic principles behind statistical tests (such as tests of difference and association).  General principles of qualitative design (developing research questions, interviewing) will be explored. Moreover, this module aims to develop students’ understanding of the initial steps in qualitative data analysis (code, coding).

 

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Introduce students to quantitative research methodology and analysis
  • Introduce students to qualitative research methodology and the initial steps of qualitative data analysis
  • Develop understanding of data interpretation
  • Develop students' awareness of ethics in psychological research
  • Develop research skills and report writing skills.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Demonstrate a good understanding of quantitative and qualitative methodology in psychological research
  • Show awareness of the ethical issues related to research in psychology
  • Evaluate relevant background literature and psychological research evidence as reported in scientific publications
  • Generate and explore research questions and/or hypotheses
  • Demonstrate the ability to analyse data sets effectively, using SPSS where appropriate
  • Demonstrate the ability to interpret research findings and draw appropriate conclusions from research data
  • Demonstrate competent report writing skills.

METHOD OF ASSESSMENT :

Component 1 - 50% Research Report (2000 words)

Component 2 - 50% Examination (2 hours)

AN INTRODUCTION TO SOCIAL POLICY


MODULE TITLE : AN INTRODUCTION TO SOCIAL POLICY

MODULE CODE : WWU405


MODULE SUMMARY :

This module will examine some of the over-arching social policy issues that shape the working agenda around children, young people and families. To do this it will be structured around the key issues identified by William Beveridge as the ‘giants’ of social policy – education, poverty, housing, health (including safeguarding and protection of the vulnerable) and work. These topics will be analysed in the context of the challenges that face professionals working within the current model of the welfare state.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims: 

  • To (begin to) equip students with skills to analyse policy
  • To provide students with a clear understanding of the origins of the welfare state
  • To allow students to examine the impact of poverty and deprivation on CYPF
  • To explore the way key services are structured and delivered
  • To examine the direction of travel in which the welfare state is being taken and to look at alternative models of welfare delivery

 

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Develop a better understanding of the role of social policy as a discipline
  • Understand the historical backdrop to the development of the welfare state
  • Understand how key areas of social policy are determined by their relationship to the welfare state
  • Be able to focus on specific arenas of policy development and delivery – e.g. education, health or housing
  • Begin to analyse the impact of the wider social policy environment on the design and delivery of services to CYPF
  • Be steered towards key thinkers and writers in this field.

METHOD OF ASSESSMENT :

Component 1 - 30% Timeline (1500 words)

Component 2 - 70% Essay (2500 words)

UNDERSTANDING IDENTITY


MODULE TITLE : UNDERSTANDING IDENTITY

MODULE CODE : WWU406


MODULE SUMMARY :

This module will explore the way that children and young people build concepts of their different social identities. In particular it will explore ‘intersectionality’ – the interface between the competing social forces that shape our understanding of ourselves and our beliefs within communities. The module will look at ‘assumed’ and ‘enforced’ identities within the realms of race, gender, faith and social class and it will examine the way that these identities enable or disable access to power – both at the social and personal levels.

 

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Enable students to explore ideas of identity within a clear theoretical framework;
  • Give them an understanding of what we mean by the concept of the ‘social construction’ of identity;
  • Introduce ideas of ‘race’, ‘gender’, ‘faith’ and ‘social class’;
  • Explore how ideas of identity shape our understanding of CYPF
  • Explore the impact of personal and social identity development on service development and provision;
  • Give students an initial introduction to the concept of ‘intersectionality’

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Engage with concepts of identity development;
  • Use their own experiences to illuminate the debate about how identity is constructed;    
  • Describe the way individual identity is assumed or enforced;
  • Begin to analyse the impact of identity development on the design and delivery of services to CYPF;
  • Be steered towards key thinkers and writers in this field.
  • Study how the identity of a key public figure in the field of WCYPF has been constructed.

METHOD OF ASSESSMENT :

Component 1 - 40% Reflective Pen-Picture (1500 words)

Component 2 - 60% Essay (2500 words)

INTRODUCTION TO WORK RELATED LEARNING


MODULE TITLE : INTRODUCTION TO WORK RELATED LEARNING

MODULE CODE : PLU404


MODULE SUMMARY :

This module aims to equip students with the knowledge and self-management skills to make informed choices in preparing for work placement and the transition to employment or further study on graduation.  

Learners will be provided with the opportunities to develop awareness of the workplace, identify different career and study options, recognise and articulate their own experience, accomplishments and talents and plan and implement career management strategies for the short and long term.

CONTACT HOURS :

Scheduled : 12.00
Independent : 88.00
Placement :
Total :  100.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Support students in developing informed choices about the career pathways available to them, in relation to their subject choices.
  • Prepare students for work-based learning and the application / exploration of subject knowledge in the workplace.

  • Encourage students to make connections between their learning, placement choice, future job aspirations and contribution to society.

  • Enable students to build confidence in securing work placements and future employment.

  • Support students in reflecting upon their preparation for their work placement and future employment.  

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have had the opportunity to:

  1. Examine how their experiences, accomplishments, and abilities relate to employer expectations.

  2. Demonstrate engagement with, and an understanding of, graduate employment pathways and employability issues relating to their own career aspirations.

  3. Research organisations for the purposes of securing a work placement.

  4. Reflect upon their learning and development.

METHOD OF ASSESSMENT :

Component 1 - 100% Reflective Essay and Appendix, 2000 words

Year 2 modules


RESEARCH DESIGN AND ANALYSIS 2


MODULE TITLE : RESEARCH DESIGN AND ANALYSIS 2

MODULE CODE : PYU501


MODULE SUMMARY :

This module will build on foundation level modules to enhance knowledge of research methodology and analysis, and will focus upon quantitative and qualitative approaches. 

Students will develop their knowledge and understanding of both the quantitative and qualitative research process, focusing on methodology and analysis. In quantitative methods, they will be introduced to surveys and questionnaire methods, and explore the fundamental principles of more advanced quantitative analysis (such as two-way ANOVA and multiple regression). In qualitative methods students will be introduced to techniques such as interviewing and focus groups, and will be introduced to key specific analysis approaches in qualitative psychology such as IPA, and grounded theory. Students report writing and research proposal skills will be developed and enhanced throughout this module. Practical topics, where possible, will make theoretical links with other modules running concurrently. Additionally, there will be a focus on understanding of experimental design and data interpretation. Full guidance and technician support will be offered to students throughout.

 

 

 

CONTACT HOURS :

Scheduled : 48.00
Independent : 152.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Further develop knowledge of quantitative & qualitative research methodology & analysis
  • Develop the ability to manipulate and interpret data sets using specialist software
  • Enhance understanding of ethical issues associated with psychological research
  • Enhance research report writing skills
  • Develop the ability to write a research proposal
  • Enhance understanding of data interpretation.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:


  • Demonstrate advanced knowledge and understanding of quantitative and qualitative methodology & analysis
  • Understand and evaluate psychological research evidence as they are reported in scientific publications
  • Formulate and present complex ideas in the form of research questions based upon previous literature and/or empirical findings
  • Carry out appropriate data collection methods and analysis using software where appropriate
  • Show awareness of the importance of ethical issues in psychological research where appropriate
  • Demonstrate the ability to interpret data, report data findings in the conventional manner, and draw appropriate conclusions from research data
  • Evidence competence in planning and writing reports and research proposal.

 

METHOD OF ASSESSMENT :

Component 1 - 50% Examination (2 hours)

Component 2 - 50% Qualitative Research Report with Research Proposal (2000 words)

THE INDIVIDUAL IN SOCIETY


MODULE TITLE : THE INDIVIDUAL IN SOCIETY

MODULE CODE : PYU503


MODULE SUMMARY :

Students will explore the breadth and depth of topics such as Intelligence, Personality, Groups, Interpersonal Behaviours, and Social Influence. Issues of measurement and testing, including psychometric testing, reliability, validity and usage will be explored.  This module will also touch upon issues of cross-cultural validity and globalisation in research -- whether observed phenomenon (for example, attribution errors, happiness, etc.) manifest across all cultures, and in the same way.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Develop a critical understanding of the Individual in Society
  • Develop a knowledge and understanding of theories & psychological approaches relevant to the Individual in Society
  • Evaluate psychological explanations for social, interpersonal & intra-personal phenomena
  • Evaluate the utility of psychometric testing as applied to the real world 

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Evaluate aspects of key models, theories and research of the Individual in Society
  • Demonstrate knowledge and awareness of key areas of the Individual in Society
  • Evaluate and critique the extent to which psychological findings may offer credible explanations for a range of social, intrapersonal and interpersonal behaviours
  • Critically evaluate the usefulness of psychometric testing in real world contexts

METHOD OF ASSESSMENT :

Component 1 - 50% Essay (2000 words)

Component 2 - 50% Report (2000 words)

COGNITION AND THE BRAIN


MODULE TITLE : COGNITION AND THE BRAIN

MODULE CODE : PYU505


MODULE SUMMARY :

This module covers the key processes associated with cognition as well as the biological and neurological underpinnings of such cognitive processes. The module also introduces cognitive psychology as a specific approach to understanding behaviour with its emphasis on theoretically led hypothesis and the experimental testing of these hypotheses to further develop theory. The module will provide a foundation in the cognitive and biological aspects of psychology including understanding the principles of neuronal transmission, basic neuroanatomy, basic psychopharmacology, key cognitive processes such as memory, perception, attention, and language, and how neuropsychological functioning relates to cognitive processing. Learning occurs via two main components: a lecture series; and a series of seminars. The seminar series will develop further students’ research practical skills. Assessment of the module will be via two components: submission of a practical write-up in the form of a lab report; and an end of module exam.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

 

  • Build on students theoretical knowledge of Psychology through a consideration of the rapidly developing fields of cognitive psychology, cognitive neuroscience and psychophysiology
  • Develop a critical awareness of where the disciplines of cognitive psychology, cognitive neuroscience and psychophysiology stand in a historical, academic and professional context
  • Consolidate students awareness of the biological and neurological approach to cognition
  • Evaluate and examine the theoretical models which attempt to predict and explain cognitive processes and examine the practical application of these models and processes in experimental situations and everyday life
  • Provide students with a thorough grounding in key cognitive processes such as, attention, perception, memory and how these process can be affected by factors such as language, sleep, stress, mood and anxiety
  • Raise students’ awareness and understanding of the automatic or non-conscious cognitive processes and how they affect our perception and judgment
  • Facilitate the development of critical appraisal skills in evaluating cognitive psychology, cognitive neuroscience and psychophysiology research

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Illustrate a sound knowledge and critical awareness of the core concepts, theories, models, and research within cognitive psychology, cognitive neuroscience and psychophysiology and apply this to current topics
  • Demonstrate an in depth knowledge and understanding of how cognitive and biological concepts can aid understanding of key phenomena such as attention, perception, memory, language, sleep, and stress
  • Employ critical knowledge and understanding of cognitive and biological concepts to develop and conduct an empirical study in the domain
  • Demonstrate the ability to construct fair, coherent, convincing, and sustained argument, using a range of primary sources in cognitive and biological psychology, and use it to evaluate alternative arguments in cognitive and biological psychology
  • Demonstrate a systematic understanding of cognitive and biological psychology theory, methods, and research especially through the design and execution of an empirical study 

METHOD OF ASSESSMENT :

Component 1 - 50% Written Lab Report (1500 words)

Component 2 - 50% Examination (2 hours)

HUMAN DEVELOPMENT: AN ETHOLOGICAL APPROACH


MODULE TITLE : HUMAN DEVELOPMENT: AN ETHOLOGICAL APPROACH

MODULE CODE : PYU506


MODULE SUMMARY :

This module builds upon the first year course and particularly the modules PYU404 Foundations of Psychology and PYU406 Research Design and Analysis 1. Developmental Psychology is generally viewed as one of several core areas in the discipline. This module, however, suggests that developmental psychology must be viewed as something more important and pervasive: All areas of the study of human existence can only be fully understood if a developmental perspective is adopted in the sense that all behaviour develops either by evolution (phylogeny) or during the lifespan of the organism (ontogeny). Furthermore, this module places developmental psychology in the wider context of studying the human condition by exploring not only the phylogeny and ontogeny of behaviour and thought but also their function and mechanism.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Develop critical understanding of the complexities of development including cognition, language, socialisation and enculturation from infancy through childhood to adolescence
  • Enable students to critically evaluate the principle theories and research paradigms offered in explanation of human development
  • Develop students’ understanding of the benefits of the complementary nature of an ethological approach to understanding human psychology by exploring the evolution, development, mechanism and function of thinking and behaviour and how such an approach may impact on current research questions and approaches 
  • Further students’ knowledge of the nature and nurture account of human development and the likely interaction between these two domains
  • Enhance the development of written communication, problem solving and analytical  skills required by the assessment    

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Demonstrate knowledge and understanding of aspects of human behaviour and experience in relation to, for example: social development, social perception and social influence, and how psychological theories relate to and/or might explain this
  • Evidence understanding of the nature of socialisation in childhood and adolescence and appraise factors involved in the process of social development
  • Analyse the impact of developmental changes on children’s learning and acquisition of knowledge
  • Appraise distinctive theoretical stances in developmental psychology and their influence on interpretation of research findings
  • Construct a research project to examine a particular aspect of development and to draw appropriate inferences from the results
  • Evidence the ability to consider and critically evaluate alternative arguments
  • Consider ethical issues related to research with children and adolescents and demonstrate an understanding of the British Psychological Society guidelines

METHOD OF ASSESSMENT :

Component 1 - 50% Critique of an Empirical Paper (1500 words)

Component 2 - 50% Examination (2 hours)

WORKING THERAPEUTICALLY WITH CHILDREN, YOUNG PEOPLE AND FAMILIES


MODULE TITLE : WORKING THERAPEUTICALLY WITH CHILDREN, YOUNG PEOPLE AND FAMILIES

MODULE CODE : WWU505


MODULE SUMMARY :

This module will provide students with the opportunity to explore theoretical and practical notions of therapeutic working with young people.  Students will consider the contrasts in professional roles regarding training, expectations and methods of working therapeutically.  While not offering a therapeutic qualification, the module will consider aspects of best practice regarding the working alliance, ethical guidelines and the importance of support and supervision.  Consideration will be given to the benefits and challenges of working in groups, using creative approaches and working with families.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Give students an understanding of the complexities of working therapeutically with children, young people and families
  • Develop students’ awareness regarding good practice in therapeutic work
  • Explore the needs of children, young people and families and the professionals who work with them therapeutically
  • Develop understanding of varied approaches which may be beneficial for children, young people and families.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate a critical understanding of the range and influence of professionals who work therapeutically with children, young people and families
  • Use research to support different methods and approaches to work with children, young people and families
  • Understand the importance of ethics and boundaries in therapeutic work
  • Investigate and debate key issues facing practitioners working in this area.
  • Devise a programme of intervention with appropriate aims, methods and working partnerships.
  • Reflect on the ethical and practical challenges of therapeutic work with children, young people and families.

METHOD OF ASSESSMENT :

Component 1 - 60% Group Presentation (15 minutes, plus 5 minutes of questions)

Component 2 - 40% Reflective Account (1500 words)

WORK PLACEMENT


MODULE TITLE : WORK PLACEMENT

MODULE CODE : PLU502


MODULE SUMMARY :

This year-long module offers learners the opportunity to apply and explore knowledge within a work-based context, through the mode of work place learning. The placement supervisor in the work place will negotiate the focus for the learner’s role on placement, with the learner. Students complete 100 hours in the work setting. The learner will reflect critically on different dimensions of the work place setting.

CONTACT HOURS :

Scheduled : 10.00
Independent : 90.00
Placement : 100.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Encourage students to take responsibility for initiating, directing and managing their own placement in a workplace setting.

  • Encourage students to work constructively with their workplace supervisor and university placement tutor, taking ownership of the placement and of their independent learning throughout the experience.

  • Enable students to negotiate the relationship between academic theory and their understanding of workplace settings and their roles within those settings.

  • Encourage students to reflect critically on their experiences.

  • Encourage students to produce a reflective digital resource aimed at an external audience, to contribute towards work and study transitions.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have had the opportunity to: 

  1. Secure, negotiate and undertake a specific role in a workplace setting.

  2. Evaluate features of the workplace setting and their role within it.

  3. Critically evaluate the learning opportunities provided by the workplace experience and understand that learning will benefit current and lifelong learning, values and future employability.

  4. Present a creatively engaging argument within an appropriate digital medium for an external audience, which critically reflects upon an issue or interrelating issues affecting the workplace setting.

 

METHOD OF ASSESSMENT :

Component 1 - % PLACEMENT REGISTRATION FORM

Component 2 - 60% WORK PLACEMENT REFLECTION (2500 WORDS)

Component 3 - 40% WORK PLACEMENT EVALUATION: DIGITAL RESOURCE (1500 WORDS EQUIVALENT)

Year 3 modules


PSYCHOLOGY AND CHILDHOOD STUDIES DISSERTATION


Psychology and Childhood Studies Dissertation


Module Title: Psychology and Childhood Studies Dissertation

Module Code: PYU650

Module Summary:
This tutored double module provides students with the opportunity to select an area of particular interest to them within the field of Psychology and Childhood Studies and to design, plan and execute an in-depth empirical research project in their chosen area. Students will be required to produce a brief initial research proposal, for discussion with their supervisor. The proposal is then used as a basis for developing an application for Newman University ethical approval, which must be achieved prior to commencing data collection. The research design should include either quantitative and/or qualitative analyses and draw upon and critically evaluate a range of both classic and contemporary research findings throughout. A poster presentation detailing the research process and findings will also be an assessed element.

CATS Value: 40

ECTS Value: 20

Contact Hours:

Scheduled: 12 (10 hours supervision; 2 hours lectures)
Independent: 388
Placement: 0
Total Hours: 400

Programmes for which this Module is Mandatory:
BSc (Honours) Single Honours Psychology and Childhood Studies

Programmes where this Module may be taken as an Option: None

Module Curriculum Led Outcomes:
This module aims to:

• Further enhance the ability to identify, analyse and critically evaluate research evidence relating to a selected area of interest in the field of Psychology and Childhood Studies
• Further enhance the ability to select appropriate, ethically sound research methods in relation to identified research purposes and justify their use, with tutor support
• Further enhance the ability to work constructively with an advisory tutor recognising that the content and execution of the project belongs to the student
• Further enhance ability to present and analyse qualitative and/or quantitative data clearly and in an appropriate format

Learning Opportunities:
Students will, by the end of the module, have the opportunity to:

• Identify, analyse and critically evaluate research evidence relating to a selected area of interest in the field of Psychology
• Select appropriate, ethically sound research methods in relation to identified research purposes and justify their employment, with tutor support
• Carry out a substantial piece of independently-driven research
• Present, analyse and evaluate either qualitative and/or quantitative data clearly and in an appropriate format
• Draw appropriate conclusions from data analysis
• Write up research findings using normal conventions
• Recognise the need to consider aspects of gender, and cultural and ethical issues in their research design where appropriate
• Communicate their research findings to an audience of tutors and peers for scrutiny

Method of Assessment:

Component 1: 20% Poster presentation of dissertation research process and findings.

Component 2: 80% Dissertation (10,000 words). Word-processed and bound following University conventions.


PSYCHOLOGY IN QUESTION


MODULE TITLE : PSYCHOLOGY IN QUESTION

MODULE CODE : PYU603


MODULE SUMMARY :

This course will introduce students to a number of controversies and debates in contemporary psychology.  Students will be introduced to Critical Psychology, and the importance of the five themes of Power Relations, Situated Knowledge, Levels of Analysis, Epistemology and Temporality.  Students will be encouraged to consider how these themes might impact upon the production of knowledge within the discipline of Psychology, and what this might mean for Psychology as a whole.  These issues will be explored in relation to specific controversies within the discipline of Psychology.  

This course will also consider the situated nature of research -- that psychological knowledge may be situated in time, place and epistemology.  Psychology in Question will look at whether Psychological phenomenon are necessarily bound to certain cultures and countries at certain times, or whether they may be considered truly universal.  Will also look at whether Psychological concepts, theories and constructs are universal or 'local'.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Develop an understanding of Critical Psychology
  • Be able to apply that understanding of Critical Psychology to contemporary issues in Psychology.
  • Be able to critically evaluate psychological research.
  • Demonstrate an appreciation of the relationship between the epistemological position taken, and the production of knowledge within psychology.
  • Defend psychological studies, methodologies, epistemologies and findings against critiques by others. 

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Develop and demonstrate a sound knowledge and critical awareness of the core concepts, theories, models and research within psychology, and apply this to current topics.
  • Display a critical and self-reflective awareness of the ethical, sociocultural, and political issues evident across a range of psychological sub-domains.
  • Demonstrate an in depth, critical and analytical understanding of the importance and limitations of psychological research in understanding and explaining human behaviour. 
  • Demonstrate the ability to construct fair, coherent, convincing, and sustained argument, using a range of primary sources in from across all sub-disciplines of psychology, and use it to formulate arguments specific to the nature of Critical Psychological approaches.

METHOD OF ASSESSMENT :

Component 1 - 50% Essay (2000 words)

Component 2 - 50% Short Report (2000 words)

EDUCATIONAL PSYCHOLOGY - optional module


MODULE TITLE : EDUCATIONAL PSYCHOLOGY

MODULE CODE : PYU608


MODULE SUMMARY :

This module builds upon the second year module Human Development: An Ethological Approach (PYU506) and applies an understanding of contextualised development in an educational setting. Educational Psychology explores various and seemingly discrete issues associated with the dynamic between teaching and learning. These issues include the qualities of a good teacher, the environment of the classroom, the form and function of assessment, diversity and the use of blended approaches to teaching and learning.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Advance understanding of research methodologies and psychological theories which inform educational practice
  • Enhance knowledge of the ways in which student diversity can impact upon teaching and learning
  • Further develop the ability to evaluate current research evidence offered in explanation of approaches to teaching and learning
  • Advance the ability to appraise different methods of assessment

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Critically evaluate ways in which psychological research and theories have been applied to educational practice
  • Assess the implications of psychological research for improving the effectiveness of teaching and learning
  • Appraise the impact of culture, exceptionalities in learning, and community on learning
  • compare and evaluate different types of student assessment and how good quality assessments must be valid measurements of ability
  • Write an informed critique on a piece of psychological research
  • Show the ability to construct fair, coherent, convincing and sustained arguments, using an appropriately wide range of evidence
  • Evaluate primary source material critically

METHOD OF ASSESSMENT :

Component 1 - 50% WRITTEN CRITIQUE, 2000 WORDS

Component 2 - 50% WRITTEN EXAMINATION, 2 HOURS

SAFEGUARDING AND CHILD PROTECTION IN POLICY AND PRACTICE


MODULE TITLE : SAFEGUARDING AND CHILD PROTECTION IN POLICY AND PRACTICE

MODULE CODE : WWU603


MODULE SUMMARY :

This module will provide students with the opportunity to explore historical and contemporary concerns that have served to shape policy and practice. Students will explore current legislation and its implications for practice for all those working with the young and vulnerable adults. A clearer understanding will be gained of the different roles and responsibilities of those working in the area of safeguarding. Consideration will be given to the impact that abuse can have on the lives of victims and their families.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Give students an understanding of the different forms of abuse and neglect that some children and young people experience in their day-to-day lives
  • Develop students’ ability to demonstrate how and why the policy and practice focus of safeguarding has changed over time
  • Critically evaluate how current legislation is likely to impact on safeguarding children and vulnerable adults
  • Explore the different roles and responsibilities that professional undertake in child protection and of the tensions and contradictions which can arise from this.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate a critical understanding of the way in which policy and practice for safeguarding has developed
  • Outline and analyse the content and intentions of key legislation within the area of safeguarding and child protection
  • Understand the forms that abuse can take and its implications for both victims and practitioners
  • Investigate and debate key issues facing practitioners working in this area.
  • Demonstrate an ability to synthesise arguments and understand the different principles that can inform practice
  • Apply different theoretical perspectives to develop an improved understanding of safeguarding and child protection work.

METHOD OF ASSESSMENT :

Component 1 - 100% Essay (3500 words)

WORKING WITH FAMILIES FACING VIOLENCE AND HARM - optional module


MODULE TITLE : WORKING WITH FAMILIES FACING VIOLENCE AND HARM

MODULE CODE : WWU604


MODULE SUMMARY :

This module explores some practical challenges of working with families where there are concerns around violence, harm and/or abuse.  It seeks to explore different ways of thinking about vulnerability and risk and how this relates to the ways in which families are constructed in policy and practice. It also seeks to look at key practice issues around working with family members and other professionals.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Build critical understanding of issues relating to domestic violence and other harm within the family, including the human rights context and concepts of ‘vulnerability’, ‘harm’ and ‘violence’
  • Explore the way in which families, are constructed by policy and practice in this area, including perspectives from outside the UK
  • Encourage a nuanced view of risk factors and connections between victimisation and perpetrating violence, and between violence and concerns such as substance misuse
  • Address tensions in policy regarding safeguarding, partnership working and supporting families to achieve their own solutions.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Demonstrate a critical understanding of the challenges and opportunities in working with families exposed to violence and harm.
  • Discuss and challenge misconceptions and stereotypes in this area with reference to literature and policy.
  • Critically evaluate representations of violence and harm and models of working with families.
  • Demonstrate an understanding of wider cultural issues relating to harm and violence including perspectives from outside the UK.
  • Critique policy and practice examples balancing the needs of adults and children and between protection, rights and self-efficacy.

METHOD OF ASSESSMENT :

Component 1 - 50% Digital Story

Component 2 - 50% Evaluative Commentary 1500 words

LOOKED AFTER CHILDREN - optional module


MODULE TITLE : LOOKED AFTER CHILDREN

MODULE CODE : WWU606


MODULE SUMMARY :

This module will provide students with the opportunity to explore current legislation and its implications for practice for all those working with Looked After Children.  The module will seek to examine the rhetoric within policy and initiatives concerning Looked After Children and the underlying political ideologies around the role of the state in caring for children.  Students will investigate the range of provision for Looked After Children including models popular in other countries.  A wide view of the diverse needs of Looked After Children will be presented, underlining the challenges in balancing protection and support with learning and development and the associated importance of partnership and collaborative working.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Give students a critical understanding of policy priorities and legislation relating to Looked After Children
  • Develop students’ awareness of the diverse needs of Looked After Children and some of the tensions in meeting these needs within alternative settings
  • Examine the different roles and responsibilities that professionals undertake in supporting Looked After Children
  • Critically explore ways of working effectively with other professionals, family members and young people themselves.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate a critical understanding of the influences on policy and practice development for Looked After Children
  • Investigate how to support Looked After Children and young people
  • Assess the impact that living in care can have on the lives and ‘outcomes’ of Looked After Children
  • Investigate and debate key issues facing practitioners working with Looked After Children
  • Evaluate strategies for effective working with other professionals, carers, family members and young people to promote listening and learning
  • Demonstrate an ability to synthesise arguments and understand the different principles that can inform practice.

METHOD OF ASSESSMENT :

Component 1 - 50% Group Presentation 10 - 15 mins

Component 2 - 50% Written Analysis 2000 words

VOICE, RIGHTS AND REPRESENTATION - optional module


MODULE TITLE : VOICE, RIGHTS AND REPRESENTATION

MODULE CODE : WWU607


MODULE SUMMARY :

This module will focus on developing critical understandings of concepts of advocacy in different contexts. Central to the module is an exploration of how advocacy can have a role in challenging oppression, with particular emphasis on understanding issues of voice, human rights and representation for marginalised groups.  Applied advocacy, in its different forms, will be critically analysed drawing out issues related to power and with some emphasis on the potential for children, young people and communities becoming their own advocates.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Critically reflect on the underpinning definitions, and associated values and principles, of advocacy
  • Critically reflect on the need for advocacy in challenging oppression, with particular emphasis on understanding issues of voice, human rights and representation for marginalised groups
  • Critically analyse understandings of listening and the inherent tensions in policy and practice
  • Critically analyse understandings of applied advocacy in different contexts.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Identify some of the key models of advocacy and associated benefits, tensions and complexities
  • Demonstrate and understanding of the role of personal, professional and institutional values in supporting advocacy in different contexts
  • Evaluate understandings of voice, rights and representation
  • Apply understandings of advocacy to examples of practice in working with different communities
  • Design a campaign in response to an issue of advocacy.

METHOD OF ASSESSMENT :

Component 1 - 50% Group Presentation (20 minutes)

Component 2 - 50% Reflective Essay (2000 words)

OVERCOMING INEQUALITIES IN SOCIETY - optional module


MODULE TITLE : OVERCOMING INEQUALITIES IN SOCIETY

MODULE CODE : WWU609


MODULE SUMMARY :

This module builds on a series of inequalities modules in the WWCYPF Programme (e.g. WWU401, WWU503, WWU508). The module will begin to explore the social history of a range of movements (for example the Labour Movement; the Women’s Movement; the Disability Movement; the Civil Rights Movement; the Gay Rights Movement, etc.) that have challenged inequalities and issues of social justice.  The module will also analyse why and how the movements came into existence, and critically reflect on how successful they were/are and what has been learned about overcoming inequalities.   

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Explore issues of inequalities through the lens of social history.
  • Examine the ideological, philosophical and social constructs that lead to inequalities.
  • Critically explore the social history of a range of movements that have challenged issues of inequality.
  • Critically reflect on why these movements were/are needed and consider how successful they have been in tackling inequalities.
  • Analyse what we have learned about overcoming inequalities, through examining the stories and experiences of these movements.

 

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Research the social history and roles of collective movements in attempting to address inequalities.
  • Critically evaluate what impact social movements have had on issues of inequality and social justice.
  • Critically reflect on what has been learned, from these movements, about approaches to overcoming inequalities and issues of social justice.

METHOD OF ASSESSMENT :

Component 1 - 100% Booklet (4000 word equivalent)

WORKING IN PARTNERSHIP WITH ORGANISATIONS AND COMMUNITIES - optional module


MODULE TITLE : WORKING IN PARTNERSHIP WITH ORGANISATIONS AND COMMUNITIES

MODULE CODE : WWU613


MODULE SUMMARY :

Given the changing nature of children’s services in line with a neoliberalist agenda, understanding both how organisations and communities function and the roles that individuals play within each of those is important. Therefore students need to understand both the role of values at an institutional level, and how partnership working is developed and sustained across organisations and communities. Students will need to understand theory such as street-level bureaucracy, (de)professionalization, levels of policy communication, community development, empowerment, democracy and representation.  

The module will also allow students to consider the impact of these theoretical models on their own behaviour as practitioners.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Develop students’ understanding of partnership working both within and across organisations and communities within a neoliberal political agenda;
  • Develop students understanding of theory such as street-level bureaucracy, (de)professionalization, policy communication, empowerment and community development;
  • Develop students ability to understand and critically analyse the barriers and challenges to working in partnership within organisations and communities.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Examine and critically analyse the challenges, opportunities and implications for practice when working in partnership in organisations and communities;
  • Develop a critical appreciation of the history of partnership and community working and the role of the community development worker;
  • Apply this understanding to current practice.

METHOD OF ASSESSMENT :

Component 1 - 50% Action Plan (approximately 2500 words)

Component 2 - 50% Essay (approximately 2500 words)

Course code


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UCAS N36

Course code - C801

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