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.
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.
This module will introduce students to the three main theories of counselling used in the UK, but with a particular focus on the Humanistic Approach. Alongside which, students will develop their ethical and professional awareness. There will be opportunities to begin to develop the process of self-reflection. Students will have the opportunity to practice using Humanistic Skills in a counselling skills scenario, and will be required to record a short session demonstrating the use of these skills.
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.
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.
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.
This module extends students’ knowledge and understanding beyond the humanistic approach to include a second major therapeutic tradition: the psychodynamic approach. Following a grounding in the historical influences of this approach, students will gain an understanding of core psychodynamic theory and associated practice, with emphasis on those that are most applicable to counselling, and to include the central focus on unconscious communication.
- 8C57 Course Code
- 3 Years
- 104 Typical UCAS Tariff
Psychology and Counselling Studies is an ideal combination of subjects for those wishing to move into a career in the helping professions or those intending to undertake postgraduate training in applied psychology professions. Students on this course will gain knowledge and understanding in all the core domains of psychology alongside carefully curated counselling modules which link theory, research and skills to the therapeutic context and reflective practice. Psychology is the study of human behaviour. It explores a wide range of fascinating areas from how we think and how we see other people, to how people develop, how relationships are formed, and how we can help people in distress.
This course enables students to explore professional and ethical issues in psychology and counselling context, and it is applicable to many professional contexts where listening, and understanding are important, such as teaching, nursing and social work. Whilst it is important to note that the course does not provide a professional training as a counsellor, it does place students in an excellent position to apply for such training on successful completion of this programme.
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.
This course is being re-validated for September 2023. This is a standard academic process to ensure the content of a course is up to date with current research and academic thinking and also relevant to the requirements of the potential employment market place.
- This programme is accredited by the British Psychological Society (BPS).
- Students on the Psychology and Counselling Studies programme gain knowledge, understanding and skills in all the core domains of psychology, whilst also studying key areas of counselling theory, ethics, and their applications.
- Due to the wide range of generic skills, and the rigour with which they are taught, training in psychology and counselling is an excellent foundation that supports entry into a broad range of careers.
During the first year of study (level 4), students are introduced to psychology and counselling studies as related yet distinct disciplines. During this year of the study, students are introduced to the core domains and applications of psychology and learn a range of study skills and research methods that will form the building blocks for their studies at levels 5 (second year) and 6 (final year ). Alongside this, students are introduced to core counselling theories and the associated skills taking under consideration the professional and ethical issues within psychology and counselling context.
In the second year of this programme (level 5), quantitative and qualitative approaches of scientific inquiry are further explored, providing deeper understanding of research methods for students to engage ethically and effectively in supervised work-based projects. During this year of the study, students will deepen their knowledge and understanding of the core domains within psychology: cognition, biological, social, individual differences, and development, and enhance their understanding of counselling theories and application. One of the most exciting features of level 5 is the work placement module. This module enables student experiential learning and offers the opportunity to consolidate and apply psychology and counselling theory and skills within a work-based context.
In the final year (level 6) options are intended to broaden and deepen critical thinking in psychology and counselling studies, preparing students for employment or further study. Students undertake an empirical dissertation in psychology and counselling studies, and the programme is designed to offer choice and progression whilst also addressing issues of critical evaluation and competing perspectives in psychology and counselling studies. An important feature of level 6 modules is the availability of optional modules focusing on areas of applied psychology and topics embedded within counselling studies where students can choose to specialise in areas of particular interest to them.
We pride ourselves on giving academic and individual support to each of our students. Teaching is varied and we use a wide variety of assessment strategies designed to help you develop a range of skills which will be useful in the modern workplace. Assessment methods vary from ‘traditional’ methods such as essays or examinations to less ‘traditional’ assessment approaches such as personal reflective journals, research reports, presentations and posters.
Upon completion of this programme, students will be furnished with an invaluable toolkit of transferable skills that will enable them to pursue a range of career opportunities.
Many graduates aim to enter the various psychological and therapeutic professions through specific postgraduate training, including counselling psychology, counselling, psychotherapy, health, clinical, forensic, occupational, and educational psychology. You may also choose to go on to further professional training in counselling at postgraduate level leading to professional accreditation. You might progress into a variety of other careers, typically in people orientated and helping roles – for example, social work, personnel, marketing, health or rehabilitation. The course is useful preparation for further training in any career in which psychology and counselling skills may be useful, including teaching, nursing, and voluntary sector work.
Newman University is located in Britain’s second city – Birmingham. With one of the youngest city populations in Europe, it is a vibrant and dynamic place to study.
Studying at Newman University, you have the advantage of being near to the city, but living in, or commuting to peaceful and comfortable surroundings on campus.
Birmingham has lots of wonderful places to dine out with a range of different cuisines. Places where you can dine out include; Brindley Place, Mailbox and Hagley Road (just 10 minutes’ from Newman).
Whether you like to go to; the theatre, gigs or clubs, or enjoy: sports, shopping visiting art galleries or exhibitions – Birmingham will not disappoint and you will be spoilt for choice!
Getting around Birmingham is easy via train, bus or by car. Birmingham has excellent transport links to the rest of Britain, making it easy for those weekend getaways!
Why not explore the city for yourself by visiting one of our Open Days?
Want to find out more about Birmingham? Then take a look at some Birmingham City Secrets.
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.
For applicants who are unsure that they will achieve the above UCAS tariff, Newman University provides a Foundation Year programme in Psychology and Counselling Studies BSc (Hons) – 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.
The University is not licenced by the UK Government to sponsor migrant students under the Student route and is therefore unable to accept applications from international students at present.
Applying Direct Option
You can apply direct to Newman University for this course if you have not previously applied to Newman University through UCAS and you are not applying to any other universities.
Simply click on this Direct Application link to do this.
N.B. will need to enter ‘New User’ account details when first accessing this portal.
If you have any questions regarding entry onto this course please contact our friendly and helpful admissions team via our Admissions Enquiry Form
The full-time course fee for September 2023 is £9,250 per 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).
During the degree you may wish to purchase core texts (a limited numbers of copies are available in the library and where possible online texts have been purchased). At times throughout your degree, you may need to print or photocopy material. There may also be additional costs associated with data collection depending on the research undertaken for example printing of questionnaires.
Find out more about the other additional costs associated with our undergraduate degrees.
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.
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.
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.
This module gives students knowledge of the most recent developments within the Cognitive Behavioural Approach. Students will gain an understanding of the historical influences of this approach and the theoretical assumptions. There will be a focus on how to apply cognitive behavioural approaches to practice, and an opportunity to critically reflect upon cognitive behavioural concepts in light of other counselling theories. There will be opportunities for students to continue to develop their ethical and professional awareness, and opportunities to continue the process of self-reflection.
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.
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.
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.
This tutored double module provides students with the opportunity to select an area of particular interest to them within the field of Counselling Psychology 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.
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.
This module examines child and adolescent development in the context of family, society and culture, and explores a range of issues that arise in relation to therapeutic work. The principles of multi-agency work will be explored. Students will study factors that contribute to resilience and vulnerability with reference to a basic knowledge of neurological development.
This module extends students’ knowledge and understanding beyond humanistic and CBT approaches to include the third major therapeutic tradition, the psychodynamic approach. Following a grounding in the historical influences of this approach on the development of counselling, students will gain an understanding of core psychodynamic theory and the associated skills, with emphasis on those that are most applicable to counselling practice. There will be a focus on understanding counselling process from the psychodynamic perspective and an opportunity to critically reflect on the use of psychodynamic concepts within the counselling context. There will be opportunities for students to continue to develop their ethical and professional awareness, and opportunities to continue the process of self-reflection.
This module further extends students’ knowledge of applied psychology through consideration of the area of counselling psychology and the work of psychologists in the fields of mental health and mental wellbeing. Key psychological theories used to work with clients in wellbeing & mental health settings will be considered and critically evaluated. Consideration will be given to the research methodologies underpinning the evidence base in the field of counselling psychology The philosophy and professional context of the discipline will be explored through further consideration of the medical and psychosocial models of distress, and students will have the opportunity to develop a range of intra- and inter-personal skills which are appropriate for those likely to seek employment in the helping professions, thus further applying graduate employability to module content.
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.
This module builds upon the second year courses which focus on cognitive psychology and biopsychology, illustrating how these two important strands of psychology come together to help us understand patients with various types of neurological disorder. The major cognitive functions of attention, memory and language will be considered in turn, and then major conditions such as aphasia and dementia will be considered as examples. 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.
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.
This module is for year 3 students who wish to gain direct access to the MSc in Integrative Psychotherapy or Psychotherapeutic Counselling. It continues the process of the development of professional counselling skills in preparation for clinical placement in year 1 of the MSc. The module guides students through the counselling process from the point of referral, to the first session, middle stages and ending of the counselling relationship. It also introduces students to the role and importance of supervision.
This module will introduce theories of addictions, and ways of working therapeutically with addictions. Definitions and explanations of addiction and addictive/compulsive behaviour will be explored. It will principally focus on contemporary approaches, methods of assessment and treatment plans. A range of effective ways of working therapeutically with addictions will be introduced and critically evaluated.
This module is for level 6 students who wish to select this module option. The module will explore secular Mindfulness-based approaches to wellbeing including Mindfulness Based Stress Reduction and Mindfulness Based Cognitive Therapy. Students will explore the historical development of these approaches and their application to working therapeutically with counselling clients and other service users. This module will be substantially experiential, providing regular experiences of practice. It will draw upon relevant literature and research in the field as well as a comprehensive module handbook and meditation audios for the experiential part of the course. Students will be expected to engage in meditation classes.
This module is for level 6 students who wish to select this module option to explore therapeutic understandings surrounding bereavement and loss. The module will explore counselling theories of bereavement, complications of grieving, therapeutic approaches to grieving, mourning across cultures and other kinds of losses. It will draw upon relevant literature and research to consider these areas.
This module will provide students with knowledge and understanding of coaching and mentoring and how to promote positive change using solution focused, evidence-based interventions. Students will develop knowledge of theoretical concepts underpinning coaching and mentoring through the application of theory to practice. Students will learn about recent evidence-based developments within coaching, mentoring and positive psychology and identify conditions required to facilitate growth and success. There will be opportunities for students to continue to develop and critically reflect upon their ethical and professional awareness and continue the process of self-reflection.