Psychology and Childhood Studies BSc (Hons)

Honours Degree , Full-time

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Key Details

  • 3 Years
  • 104 Typical UCAS Tariff
  • C801 Course Code
Newman student in lecture

Overview

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. 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.

Why study this course?

  • This degree is accredited by the British Psychological Society (BPS).
  • Child focused modules are included in each year of study.
  • Option to tailor own learning experience in the third year with selection of TWO modules.
  • 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.
  • Combination of two subject areas (Psychology and Working with Children, Young People and Families which will enhance student learning experience.

What does the course cover?

During the first year of study students will learn about Psychology as an academic and applied discipline. Students will explore what is meant by ‘science’ and in particular, what is meant by evidence, and learn about the principles of research design. In addition, students will be introduced to the challenges that face professionals within the current model of the welfare state. The Key to level 4 study in this programme is the development of sound academic skills, research literacy, and a broad knowledge and understanding of the core domains in psychology, including how they may offer competing perspectives, and to the underlying principles and theoretical approaches of childhood studies.

In the second year of study, students will gain a deeper understanding of research methods and develop the skills and knowledge to prepare them to engage ethically and effectively in their own research or work-based projects. Another central feature of the second year is the development of in-depth knowledge and understanding of the core domains within psychology. These form the focus of three of the modules undertaken by students at this level, covering: cognition, biological, social, individual differences, and development. In addition, students will consider contrasts in professional roles regarding training, expectations and methods of working therapeutically with children and young people. Students also undertake their work placement during this academic year.

In the final year of study students undertake an empirical dissertation in Psychology and Childhood Studies in addition to exploring the historical and contemporary concerns that have served to shape policy and practice around children. An important feature of the third year is the availability of optional modules focusing on areas of applied psychology and modules relating to childhood studies.  Optional modules offered provide students with the opportunity to explore practical challenges of working with families where there are concerns around violence, harm and/or abuse in addition to the considering inequalities in society.

How will I be assessed?

A wide range of assessment methods are employed in Psychology and Childhood Studies, this is to enable students to develop skills in different approaches and to ensure that the full range of such skills are assessed. Assessment methods vary from ‘traditional’ methods such as examinations (which may take the form of essays/short answer, seen, unseen and/or open-book, multiple-choice tests) and essays to less ‘traditional methods’  to research-related tasks such as research reports, intervention, portfolio, and digital task.

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.

Other career destinations related to the study of Psychology and Childhood Studies include (and are not limited to) the legal and criminal justice system, social work and health care, human resources and management, consultancy, education in addition to marketing and advertising.

GBC

This programme is accredited by the British Psychological Society (BPS), such that students gaining at least a Lower Second Class Honours Degree are eligible for Graduate Basis for Chartered Membership (GBC) with the BPS, which means you will have taken your first step towards becoming a professional psychologist.

Summer Open Days

Find out more about this course at one of our upcoming Open Days this summer.

Book Your Place

Contact Details

for course specific enquiries

Entry Requirements

September 2019 Entry Requirements

You must achieve at least 104 UCAS points including a minimum of CC at A level or equivalent (e.g.MM at BTEC Diploma; MPP at BTEC Extended Diploma) towards the total tariff.

As it is not possible to achieve 104 UCAS points through an Access course, Access Students will need 106 UCAS points. You can reach this with the following combination of Distinction, Merit and/ or Pass grades at level 3 achieved from a completed Access course. 106 UCAS Points: D27-M0-P18; D124-M6-P15; D21-M12-P12; D18-M18-P9; D15-M24-P6; D12-M24-P3; D9-M36-P0.

Five GCSEs at grade 4 (or C) or above (or recognised equivalents), including English Language and Mathematics, are also required.

For applicants who are unsure that they will achieve the above UCAS tariff, Newman University offers Psychology and Childhood Studies (with Foundation Year) which enables such applicants to access a university degree via a four year route. Upon successful completion of their foundation year, students will progress to Year 1 of a named degree. Whilst not a condition of entry onto the Foundation Year, students wishing to follow particular named routes with additional entry requirements, will need to meet these requirements before they make the transition from their foundation year to year 1.

Course Fees

Fees per academic year:
Full-time Home/EU students: £9,250 *

* Fees shown are for 2019/20 academic year. The University will review tuition fees and increase fees in line with any inflationary uplift as determined by the UK Government, if permitted by law or government policy, in subsequent years of your course. It is anticipated that such increases would be linked to RPI (the Retail Price Index excluding mortgage interest payments).

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.  Find out more about completing the DBS application form and the related additional costs.

As part of the core dissertation module students are required to produce an A0 poster. The cost of printing AO posters in the academic year 2017-18 is £8. There may also be additional costs associated with data collection depending on the research undertaken for example printing of questionnaires.

Additional Information

General Academic Regulations: Terms and Conditions for students attending our courses

  1. PRINCIPLES AND SKILLS IN PSYCHOLOGICAL INQUIRY AND LEARNING
    (Compulsory) pyu411
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    MODULE SUMMARY :

    This module aims to introduce students to the scientific study of the human mind and behaviour. The core principles and skills within psychology inquiry and learning will be explored.  It aims to define psychology and provide understanding of evidence-based psychological practice, and the implications of research methodology behind the evidence base, for assessing individual sources contribution to developing knowledge. Students will be introduced to key methodologies within psychology research and explore the philosophical stance underpinning these methodologies. In addition, this module aims to identify academic skills needed to succeed in a psychology degree course and will focus on the development of ethical, legal, reflective and academic practice within psychology. Students will explore their personal development of learning through the application of psychological theories and concepts with an emphasis on developing a coherent skill set based on critical thinking and deeper understanding of empirical psychological science. Students will be given the opportunity to apply content from this module to their specific programme area through activities such as class discussions, seminar activities and readings, and individual and group work.  Implications of the module requirements for student employability will be reflected on.

    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 the discipline of psychology and to its guiding scientific principles.

    • Introduce students to the key methodologies and principles of research.

    • Develop students' understanding of evidence-based practice in psychology.

    • Develop an awareness of ethical and legal practice and study within psychology.

    • Develop academic and reflective skills for personal development.

    LEARNING OPPORTUNITIES :

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

    • Understand key methodologies and principles of research in psychological inquiry.

    • Recognise applications and limitations of methodologies within psychology research.

    • Demonstrate ethical awareness within academic study, research and practice of psychology.

    • Apply psychological theory to your learning experience and personal development.

    • Demonstrate the application of reflective and academic skills as a means of identifying and evaluating patterns in learning behaviour and experience.

    METHOD OF ASSESSMENT :

    Component 1 - 50% Portfolio, 2000 words

    Component 2 - 50% Examination, 2 hours

  2. FOUNDATIONS OF PSYCHOLOGY
    (Compulsory) pyu414
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    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 training in using e-resources such as Powerpoint and Panopto to produce presentations, and in using information resources.  Introductory consideration will be given to the research methodology underpinning the evidence base explored within the module. Implications of the module requirements for student employability will also be considered. Students will be given the opportunity to apply content from this module to their specific programme area through activities such as class discussions, seminar activities and readings, and individual and group work.  

    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% Audio and Video Presentation, 15 minutes

    Component 2 - 50% Exam, 2 hours

  3. THE SOCIOLOGICAL IMAGINATION
    (Compulsory) wwu404
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    MODULE SUMMARY :

    Sociological concepts underpin our understandings of society, communities and families. This module will explore the sociological imagination by applying key theories to examples in contemporary society. The module will include examinations of classical sociological theorists including Marx, Durkheim and Weber as well as more contemporary sociology including Critical Race Theory, Feminist Perspectives and Postmodern approaches. The module will also consider the role of the media and discourse in shaping understandings and also critiques of the sociological canon as gendered and Eurocentric.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Explore and critique key theoretical concepts in sociology.
    • Apply sociological concepts to understanding society
    • Engage in a critical analysis of constructions of the family and community in relation to sociological concepts
    • Examine the role the media and discourse have in shaping understandings of society.

    LEARNING OPPORTUNITIES :

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

    • Critical examine sociological theory using contemporary examples.
    • Critically evaluate the role of the media and discourse in influencing concepts of society.
    • Critique the sociological canon.
    • Sociologically critique conceptions of the family and community.

    METHOD OF ASSESSMENT :

    Component 1 - 40% Group Presentation (15 minutes)

    Component 2 - 60% Essay (2000 words)

  4. APPLICATIONS OF PSYCHOLOGY
    (Compulsory) pyu412
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    MODULE SUMMARY :

    This module offers an introduction to a range of applications in psychology and explores the various professional pathways in psychology practice. It aims to enhance knowledge of the application of psychological theory to the real world and examines the role of evidence-based practice and scientific method in guiding the work of professionals in a range of applied contexts, such as health, legal, organisational and educational settings. This module aims to develop the employability of students through an enhanced awareness of the range of available career pathways open to psychology graduates. The role of regulatory bodies such as British Psychological Society (BPS) and Health and Care Professions Council (HCPC) are explored in relation to professional development and practice. Consideration will be given to the research methodology underpinning the evidence based explored within this module.   Implications of the module requirements for student employability will be reflected on.

    CONTACT HOURS :

    Scheduled   : 18.00 Independent   : 82.00 Placement   : 0.00 Total   : 100.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

    • Enhance knowledge of the application of psychological theory to the real world

    • Explore the various professional pathways in psychology practice.

    • Examines the role of evidence – based practice in a range of applied contexts.

    Enhance understanding of the role of British Psychological Society (BPS) and Health and Care Professions Council (HCPC) for professional development and practice.

    LEARNING OPPORTUNITIES :

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

    • Review appropriate empirical evidence in the field of applied psychology.

    • Demonstrate knowledge of concepts, theory and research in areas of applied psychology.

    • Understand how psychological theory can relate to real-life settings.

    • Explain how psychological theory and evidence are used in professional practice.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Essay, 2000 words

  5. INTRODUCTION TO WORK RELATED LEARNING
    (Compulsory) plu404
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    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   : 0.00 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

  6. RESEARCH DESIGN AND ANALYSIS
    (Compulsory) pyu416
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    MODULE SUMMARY :

    This module will introduce students to the strengths, limitations and ethical issues associated with qualitative and quantitative research design. It will enable students to explore in greater depth the underlying principles and epistemological bases of both quantitative and qualitative research methods. Students will examine the key similarities and differences between these approaches, whilst appreciating the strengths and limitations of such approaches in addressing psychological research questions. Students will consider a range of data collection techniques (e.g., observations, interviews, simple experiments, and psychometric instruments) to consolidate their knowledge and experience of such methods. 

    Students will be equipped with a critical understanding of different quantitative research designs that will be considered in regard to important methodological concerns such as validity and reliability, and students will be aware of the implications of different research designs for the selection and use of different descriptive and inferential analytical techniques. Students will appreciate how appropriate descriptive quantitative analysis can be used to effectively characterise and summarize batches of data, whilst also providing them with tools for preliminary data screening and exploration. Students will develop their understanding of hypothesis testing, probability and important related concepts such as statistical significance, type 1 and type 2 errors, statistical power, estimation and confidence intervals, and how these relate to choices of research design and analytical alternatives.  Students will be introduced to the basic principles behind parametric and non-parametric statistical tests of difference, association, and correlation, and will be introduced to simple linear regression; furthermore, students will have the opportunity to conduct such analyses using appropriate statistical software.  

    General principles of qualitative design (developing research questions, interviewing, focus groups) will be explored. Students will develop their understanding of application of analysis in qualitative research by introduction to data analysis (coding). 

    Students will be given the opportunity to apply content from this module to their specific programme area through activities such as class discussions, seminar activities and readings, and individual and group work, and implications of the module requirements for student employability will be reflected on. Students will be introduced to the BPS’s current Code of Ethics and Conduct, and have the opportunity to see its application in their empirical work. The distinction between behaving ethically and legally will also be investigated.

    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 methodology.

    • Introduce students to qualitative methodology.

    • Introduce students to quantitative analysis (e.g. test of difference and association).

    • Introduction to various qualitative methods (e.g. interviews, focus groups) and approaches (e.g. IPA, Grounded Theory, and Thematic Analysis).

    • Develop students' awareness of ethics in psychological research.

    • Develop students' report writing skills.

    LEARNING OPPORTUNITIES :

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

    • Identify and apply a range of methodologies in research design, recognizing appropriate solutions to design problems.

    • Evaluate the application of a range of methodologies in research design, draw valid interpretations from their outcomes and express an understanding of the limitations of such methodologies in research.

    • Generate hypotheses and/or research questions.

    • Undertake empirical studies involving a variety of methods of data collection.

    • Analyse, present, and evaluate data using both quantitative and qualitative methods.

    • Use evidence-based reasoning to examine practical, theoretical and ethical issues associated with the use of differing methodologies, paradigms and methods of analysis in psychology.

    METHOD OF ASSESSMENT :

    Component 1 - 50% Report (2000 words)

    Component 2 - 50% Examination (2 hours)

  7. AN INTRODUCTION TO SOCIAL POLICY
    (Compulsory) wwu405
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    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)

  1. QUANTITATIVE RESEARCH DESIGN AND ANALYSIS
    (Compulsory) pyu511
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    MODULE SUMMARY :

    This module will consolidate and extend students’ knowledge and skills relating to quantitative research methods that were developed in PYU416. Students will extend their knowledge of simple experimental designs to more complex factorial designs involving two or more independent variables, and/or multiple dependent variables, whilst undertaking, interpreting, and reporting suitable univariate and multivariate ANOVA-based data analyses. Similarly, simple linear regression will be extended to multiple linear regression, whilst introducing partial and semi-partial correlation, and in addition to undertaking, interpreting, and reporting such analysis, students will consider the role and utility of this approach in addressing research questions. Ideas relating to factor analysis and its influence and role within psychology that were introduced in PYU416 will be extended, and students will undertake and interpret principal component analysis. Issues of reliability and validity in conjunction with factor analytic and reliability analysis will be developed in the context of psychometric assessment. Data screening and the many and complex assumptions underlying the analyses covered within this module will be considered, and students will use appropriate techniques to evaluate the extent to which such assumptions have been met. Throughout the module, students will have the opportunity to see how these analytical methods are presented and utilized in contemporary psychological literature. Students will also have the opportunity to further reflect on the BPS’s latest Code of Ethics and Conduct, and explore the distinction between ethical and legal practice. 

    Students will be given the opportunity to apply content from this module to their specific programme area through activities such as class discussions, seminar activities and readings, and individual and group work.  Additionally, implications of the module requirements for student employability will be reflected on.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

    • Develop and enhance students’ knowledge of quantitative research design & analysis.

    • Enhance students’ data screening and manipulation skills.

    • Introduce and extend a student’s quantitative method and analytical repertoire.

    LEARNING OPPORTUNITIES :

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

    • Relate analytical approaches to theoretical perspectives and key debates in Psychology

    • Identify and apply advanced methodologies in research design, recognizing appropriate solutions to design problems.

    • Critically evaluate the application of a range of methodologies in research design, draw valid interpretations from their outcomes and express an understanding of the limitations of such methodologies in both personal research and that of other researchers.

    • Generate hypotheses and/or research questions.

    • Analyse, present, and evaluate data using quantitative methods.

    • Use evidence-based reasoning to examine practical and theoretical implications associated with the use of differing quantitative approaches and methods of analysis in psychology.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Examination (2 hours)

  2. WORK RELATED LEARNING
    (Compulsory) plu512
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    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. This module provides an opportunity for students wishing to attain National Professional recognition with the Teaching and Learning Academy (TLA) to complete an AMTLA project. The module will also provide the opportunity for those students interested in going on to the PGCE programme to gain support and guidance with the PGCE application process.

    CONTACT HOURS :

    Scheduled   : 0.00 Independent   : 0.00 Placement   : 0.00 Total   : 0.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

    • Encourage students to take responsibility for initiating, directing and managing their own placement/work experience in a workplace setting.
    • Encourage students to work constructively with their workplace supervisor and university placement tutor, taking ownership of the placement/work experience and of their independent learning throughout.
    • 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)

  3. THE INDIVIDUAL IN SOCIETY
    (Compulsory) pyu513
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    MODULE SUMMARY :

    In this module, students will be introduced to key concepts, issues and studies within the fields of social psychology and individual differences.  Examples of the breadth and depth of issues which students may explore include attitudes, attribution, intelligence, inter-group behaviour, Intelligence, Personality, Prejudice and Discrimination, Personality, and Social Influence. Issues of measurement and testing, including psychometric testing, reliability, validity and usage will be explored.  Students will explore both classic social psychological and individual differences approaches to these phenomenon, as well as looking at recent research, debates, and developments within the field.  Students will be given the opportunity to apply content from this module to their specific programme area through activities such as class discussions, seminar activities and readings, and individual and group work. Consideration will be given to the research methodology underpinning the evidence based explored within this module. Implications of the module requirements for student employability will be reflected on throughout the module.

    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 subject areas of social psychology and individual differences.

    • Develop a critical knowledge and understanding of theories & psychological approaches relevant to the Individual in Society.

    • Evaluate psychological explanations for social, interpersonal & intra-personal phenomena.

    • Be able to apply psychological theories and research to contemporary social issues.

    • 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:

    • Critically evaluate the main theoretical perspectives, debates and examples of key research evidence in the field of Psychology.

    • Discuss the extent to which psychological theories can explain, or provide solutions to, contemporary events or issues.

    • 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.

    • Analyse and evaluate a range of key research evidence in the field of social psychology and individual differences, including the application of a range of research methodologies.

    • Generate and explore hypotheses and research questions. 

    METHOD OF ASSESSMENT :

    Component 1 - 50% Essay (2000 words)

    Component 2 - 50% Report (2000 words)

  4. WORKING THERAPEUTICALLY WITH CHILDREN, YOUNG PEOPLE AND FAMILIES
    (Compulsory) wwu505
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    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)

  5. QUALITATIVE RESEARCH DESIGN AND ANALYSIS
    (Compulsory) pyu520
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    MODULE SUMMARY :

    This module will build on foundation level modules to further enhance knowledge and understanding of qualitative methods and analysis. It will focus on various approaches within qualitative psychological research (e.g IPA, Discourse Analysis and Thematic Analysis) appreciating the strengths, limitations and the philosophical assumptions underlying each approach. It will enable students to consider how research questions are developed and how these inform the choice of the method. Students will have the opportunity to conduct a qualitative study, gain the experience of collecting qualitative data, and explore the research process within qualitative inquiry (devising an interview schedule, conducting one-to-one semi-structured interviews, recording data, transcription of qualitative data). Students will develop their understanding of application of Thematic Analysis in qualitative research, as well as develop their ability to analyse textual data (code, coding, and developing themes). Topics, where possible, will make theoretical links with other modules running concurrently; enabling students to apply qualitative report writing skills in future research projects. Furthermore, students will continue to explore the important distinctions between ethical and legal practice. 

    Students will be given the opportunity to apply content from this module to their specific programme area through activities such as class discussions, seminar activities and readings, and individual and group work. 

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

    • Further develop knowledge of qualitative research methodology and analysis.

    • Enhance understanding of the research process within qualitative inquiry.

    • Enhance understanding of ethical issues within qualitative psychological research.

    • Enhance understanding of qualitative data analysis and interpretation.

    • Enhance research qualitative report writing skills.

    LEARNING OPPORTUNITIES :

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

    • Understand and evaluate relevant research evidence. 

    • Formulate a relevant research question and set it in the context of existing literature.

    • Carry out appropriate qualitative data collection methods and understand the ethical considerations relating to qualitative psychology research.

    • Analyse qualitative data and draw appropriate conclusions from the research study.

    • Recognise the theoretical, practical and methodological implications and limitations of a qualitative research.

    • Evidence competence in planning and writing reports.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Report (2000 words)

  6. COGNITION AND THE BRAIN
    (Compulsory) pyu515
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    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. Additionally, consideration will be given to the research methodology underpinning the evidence based explored within this module. The module will provide depth in knowledge 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. The empirical component of this module will require students to consider and apply the latest BPS’s Code of Ethics and Conduct. Students will be given the opportunity to apply content from this module to their specific programme area through activities such as class discussions, seminar activities and readings, and individual and group work, and implications of the module requirements for student employability will be reflected on. 

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

    • 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 processes 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% Report (2000 words)

    Component 2 - 50% Examination (2 hours)

  7. HUMAN DEVELOPMENT: AN ETHOLOGICAL APPROACH
    (Compulsory) pyu516
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    MODULE SUMMARY :

    This module builds upon the first year course and particularly the modules PYU414 Foundations of Psychology and PYU416 Research Design and Analysis. 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 dysfuction) and mechanism.  Students will be given the opportunity to apply content from this module to their specific programme area through activities such as class discussions, seminar activities, which provide formative feedback that directly leads into the summative feedback of the examination, and readings, and individual and group work.  The module is fully complemented by auditory and visual aids, including the use of Panopto recordings. Consideration will be given to the research methodology underpinning the evidence based explored within the area this module explores by means of critical reviews of research papers, Implications of the module requirements for student employability will be reflected on.

     Students will be given the opportunity to apply content from this module to their specific programme area through activities such as class discussions, seminar activities and readings, and individual and group work.

    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 attachment, cognition, language, socialisation and enculturation from infancy through childhood to adolescence and adulthood.

    • 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 ends of a continuum of explanation.

    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, adolescence and adulthood 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.

    • Deconstruct and critique a research project that examines a particular aspect of development and to draw appropriate inferences about the nature of research design and analyses.

    • Evidence the ability to consider and critically evaluate alternative arguments in relation to developmental change.

    • 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 (2000 words)

    Component 2 - 50% Examination (2 hours)

  1. (Compulsory)
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  2. PSYCHOLOGY IN QUESTION
    (Compulsory) pyu612
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    MODULE SUMMARY :

    This course will introduce students to a number of controversies, conceptual issues, and philosophical debates in contemporary psychology.  Students will be introduced to competing philosophical perspectives within psychology, and will explore how the philosophical stance adopted by psychologists may affect their assumptions about the nature of psychological phenomenon.  Student will explore how this in turn may affect the kinds of knowledge which may be produced or uncovered. Students will engage with issues concerning the conceptual reliability of validity of psychological research, including grappling with what the core aims of psychology as a discipline are, how well psychology may be addressing these aims, how psychology as a discipline has changed and developed over time, and how psychology could be different. Students will be given the opportunity to apply content from this module to their specific programme area through activities such as class discussions, seminar activities and readings, and individual and group work.  Consideration will be given to the research methodology underpinning the evidence based explored within this module. Implications of the module requirements for student employability will be reflected on.

    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 nature of psychology.

    • Critically engage with the nature of psychological objects including considering alternative forms of psychology (such as be asking the question 'how else could psychology be?').

    • Be able to critically evaluate psychology as a discipline, in the same way that we 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:

    • Demonstrate a critical understanding of the influence of theoretical perspectives in the creation, collection and interpretation of empirical data. 

    • Critically compare multiple epistemological and / or ontological perspectives within psychology. 

    • Make critical judgements and evaluations, identifying general principles and evaluating competing perspective.

    • Evidence the ability to use research techniques to explore an issue or controversy within psychology.

    • Show the ability to construct fair, coherent, convincing and sustained arguments, using an appropriately wide range of evidence.

    • Make critical judgements and evaluations, identifying general principles and evaluating competing perspectives. 

    METHOD OF ASSESSMENT :

    Component 1 - 50% Essay, 2000 words

    Component 2 - 50% Report, 2000 words

  3. SAFEGUARDING AND CHILD PROTECTION IN POLICY AND PRACTICE
    (Compulsory) wwu603
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    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)

  4. WORKING IN PARTNERSHIP WITH ORGANISATIONS AND COMMUNITIES
    (Optional) wwu613
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    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)

  5. OVERCOMING INEQUALITIES IN SOCIETY
    (Optional) wwu609
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    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)

  6. WORKING WITH FAMILIES FACING VIOLENCE AND HARM
    (Optional) wwu604
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    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 EXPLORING AN ASPECT OF WORKING WITH THOSE EXPERIENCING VIOLENCE AND HARM

    Component 2 - 50% EVALUATIVE COMMENTARY LOCATING THE 'DIGITAL STORY' IN ITS POLICY AND PRACTICE CONTEXT

  7. EDUCATIONAL PSYCHOLOGY: THE LEARNING AND DEVELOPMENT OF TYPICAL AND ATYPICAL YOUNG PEOPLE
    (Optional) pyu616
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    MODULE SUMMARY :

    This module builds upon the second year module Human Development: An Ethological Approach (PYU516) 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. This module also affords students the opportunity to work in groups to ascertain various pragmatic issues that may confront practicing educational psychologists in the field. Consideration will be given to the research methodology underpinning the evidence based explored within the area this module explores by means of critical reviews of research papers Implications of the module requirements for student employability will be reflected on.

    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 that 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, community, individuality and uniqueness on learning.

    • Compare and evaluate different types of student assessment, both formative and summative,  and how good quality assessments must be valid measurements of ability that provide information and feedback not only for the assessor but also those being assessed.

    • Write an informed critique on a piece of psychological research that pertains to teaching and learning.

    • 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% Critique (2000 words)

    Component 2 - 50% Examination (2 hours)

  8. HEALTH, WELLBEING AND PSYCHOLOGICAL INTERVENTIONS
    (Optional) pyu613
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    MODULE SUMMARY :

    Health psychology is an exciting field within psychology that has important contributions to make to our understanding of health, wellbeing and illness, from a biopsychosocial perspective. The module will explore key theoretical models (e.g., TPB HBM, SOC), which attempt to explain and predict health-related behaviour (e.g., smoking, alcohol, diet, physical activity & ultra violet radiation rays), and examine the practical applications of these models on health, wellbeing and illness. A multitude of health interventions will be reviewed and critically evaluated. Consideration will be given to the research methodology underpinning the evidence based explored within this module. Implications of the module requirements for student employability will also be reflected on.

    CONTACT HOURS :

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

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

    • Significantly develop students understanding of health, wellbeing and illness from the biopsychosocial perspective.

    • Enable students to attain a detailed understanding of the role and importance of theoretical models, which attempt to explain and predict health-related behaviours.

    • Develop a critical awareness of health-related behaviours and the impact such behaviours have on health, wellbeing and illness.

    • To facilitate the development of critical appraisal skills in evaluating research on health and wellbeing.

    • Raise student’s awareness and encourage student’s critical appraisal skills of existing health behaviour interventions.

    • To advance students’ ability to apply theoretical models in the development of a health intervention proposal.

    LEARNING OPPORTUNITIES :

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

    • Illustrate a systematic advanced understanding and critical appraisal of at least one theoretical model, which attempts to explain and predict a health-related behaviour.

    • Illustrate an advanced understanding and critical awareness of the key empirical literature on a health-related behaviour, and its health-related consequences.

    • Display an in-depth, analytical understanding and critical appraisal of a multitude of health interventions on a particular health-related behaviour.

    • Demonstrate how a particular theoretical model can underpin the construction of a health intervention to change a health-related behaviour.

    • Demonstrate advanced knowledge of the conventions surrounding production of a Health intervention proposal.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Health Intervention Proposal (3000 words)