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.
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.
This course will introduce students to a number of influential early studies, positions, debates, movements and controversies in psychology. The module will demonstrate how these early studies, positions, debates, movements and controversies are still relevant to psychology today. Students' understandings of these positions will be illustrated through reference to classic studies, debates and controversies on topics such as tyranny and the Stanford Prison Study, Milgram's 'obedience' studies, Social Learning, classical and operant conditioning and intelligence testing.
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.
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.
This module will introduce students to global and cross cultural concerns within psychology. Drawing upon key topic areas within psychology (e.g. are emotions universal? Is attachment universal?) This module looks at whether psychological phenomena, concepts and studies appear in the same way across different cultures and countries. Students will also have an opportunity to explore methodological issues within psychology – are all methodological approaches equally suitable, the world over?
- C800 Course Code
- 3 Years
- 104 Typical UCAS Tariff
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.
Psychology is useful because no matter what you intend to do in life it will involve trying to understand and help other people. Studying psychology at Newman University provides you with a solid grounding in all core areas of psychology, but your degree with us will confer a specialist knowledge of how psychology is applied to the ‘real world’. Many of our lecturers have specialisms in applied psychology, and this gives this degree programme its distinctive approach and appeal.
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.
Why study this course?
- A fully BPS accredited course that focuses on applications of the subject
- Delivered by a small and tight-knit group of well qualified lecturing staff
- A new purpose-built building
- Innovative assessments that challenge students to be creative
- A placement scheme that is designed to complement the applied nature of the programme and thus enhance graduate employability
What does the course cover?
During the first year of study (level 4) 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 this year students will also be introduced to the core domains of psychology e.g., Research Methods, Social, Individual Difference, Cognitive, Biological and Developmental psychology, students will explore how the core domains help us to understand mind and behaviour in everyday settings.
In the second year of study (level 5), students will gain a deeper understanding of the core domains of psychology, applying the theoretical knowledge to understand real world scenarios. Practicals, workshops and seminars will enable students to have a first-hand experience of engaging with psychological equipment/resources to investigate and understand the applications of psychology to issues within modern life. In this year also, methods of scientific research are explored in further depth in two modules that examine quantitative (statistical) methods and qualitative methods of scientific enquiry. During this year of study SH psychology students will also have the opportunity to study a module that focuses specifically on Applying Psychology to the Real World. In this module, key areas covered will include the various roles a psychologist may have, for example: the psychologist as a researcher, the psychologist as a colleague. In addition, topics such as community psychology, the psychology of ageing, positive psychology, and cognitive psychology will be explored along with specialist applications of these topics for example: exploring ways in which a community psychologist may try to resolve inequalities; the use of interventions to improve daily living for older adults; using positive psychology to improve well-being; attention in relation to driving. Students also undertake their work placement during this academic year, and reflect on aspects of the work using the methods of psychological enquiry they have learned.
In the final year students undertake an empirical dissertation in psychology that spans across the academic year. In many ways this module is the culmination of both the applied and theoretical strands of the discipline that run through the degree programme. Students are guided through all stages of the research process but are expected to generate their own research ideas that relate to the human experience. In doing so, students’ critical thinking in psychology is both broadened and deepened and this will prepare them for employment or further study. During this year students will further their understanding of conceptual and historical issues within psychology such as, an opportunity to develop your understanding further of integration across multiple perspectives. The final year also allows students to choose from a range of modules that relate to their personal interests or career aspirations. These include modules covering Health, Wellbeing and Psychological Interventions, Neuropsychology, Psychological Distress and Mental Wellbeing, and Educational Psychology.
How will I be assessed?
The psychology degree programme uses a wide variety of assessments, designed to help you develop a range of skills that will be invaluable in the modern professional work place. 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, interventions, portfolios, presentations, posters and digital tasks.
What careers could I consider?
Many Single Honours psychology students aim to enter the various psychological professions, including clinical, occupational, educational, counselling, forensic, health and sport psychology. Students can also pursue an academic career, and may progress into a PhD. Due to the wide range of generic skills, and the rigour with which they are taught, training in psychology is an excellent foundation that supports entry into a broad range of careers. In addition to subject skills and knowledge, graduates also develop skills in communication, numeracy, teamwork, critical thinking, computing, independent learning and many others, all of which are highly valued by employers. Therefore, psychology graduates can also progress into a variety of careers, such as teaching (schools, colleagues and universities), in dusty or commerce (market research, personal management, consultancy research analysist), to name a few.
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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 (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.
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.
Fees per academic year:
Full-time UK/EU students: £9,250 *
* Fees shown are for 2021/22 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, on enrolment and 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).
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 2020-21 is £8. 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.
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.
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.
This module extends students’ knowledge through consideration of how psychology is applied in real life situations. Key areas covered will include the various roles a psychologist may have, for example: the psychologist as a researcher, the psychologist as a colleague etc. In addition, topics such as community psychology, the psychology of ageing, positive psychology, and cognitive psychology will be explored along with specialist applications of these topics for example: exploring ways in which a community psychologist may try to resolve inequalities; the use of interventions to improve daily living for older adults; using positive psychology to improve well-being; attention in relation to driving.
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.
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.
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.
This tutored double module provides students with the opportunity to select an area of particular interest to them within the field of 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.
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. Students will explore how this in turn may affect the kinds of knowledge which may be produced or uncovered.
This module covers the key concepts related to psychological distress and mental wellbeing. The module will present different models of psychological distress including biological, psychological, social approaches as well as integrative bio-psychosocial models. The pervasiveness of medical views will also be discussed with typical use of terms such as mental illness, disorders, abnormality and clinical psychology as well as concepts of categorical (caseness) and dimensional views of psychological distress/illness.
This module will introduce students to advanced research methods and techniques employed during the assessment, evaluation, and research inquiry practices of professional psychologists. Students will develop their understanding of various types of analysis both qualitative and quantitative in nature. Students will also be introduced to the basic principles behind conceptual reviews and meta-analyses. Moreover, students will develop their understanding of mixed method design and triangulation of data. Implications of the module requirements for student employability will be reflected on.
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.
This module explores the psychological factors operating within organisations and the workplace, and will examine current developments in the field. This module will outline the historical development of this discipline, as well as a range of topic areas reflect the role of psychological knowledge in the work place (e.g. human resource functions and workplace ergonomics. Students will be offered practical experience of some of the techniques used in the field of work psychology, and there will be the opportunity to engage in small-scale research project in the workplace. It is anticipated that this module will offer students an opportunity to enhance their understanding of organisations thus aiding their preparation for the world of work.
Cyberpsychology is the study of the mind and behaviour within a technologically mediated context. These contexts might encompass computers, the Internet, digital technology, virtual environments, and augmented reality. As computer-technologies become more ubiquitous, the breadth of contexts which cyberpsychology covers will expand. Cyberpsychology concerns the exploration of the psychological impact of technologically mediated contexts on individuals, groups, society, as well as the impact upon psychological issues such as cognition, human development, learning, personality, and social interactions. Students will have the opportunity to explore how traditional psychological concepts and topics are affected by new technological contexts (e.g. cognition and decision making online, intergroup behaviour) as well as exploring new, emerging psychological phenomena which is unique to the cyber-context (e.g. trolling, rumour and 'fake news').
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 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.
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.