BSc (Hons) Psychology and Counselling

Year 2 Core Modules

You must study and pass all five core modules​

Brief description

This module will introduce the cognitive aspects of the BPS core curriculum. Cognitive psychology encompasses much of what are considered ‘mental processes’, these can range from low-level processes such as perception and object recognition to higher-level processes, including decision making and problem-solving. The module will combine expert lectures with practical classes exposing students to experiments as participants. Through engaging with this module you will develop the Intellectual, Professional, Digital and Active Citizen Abertay Attributes.

Indicative content:

1. Conceptual and historical perspectives in cognition
Origins of research in cognition, and cognitive neuropsychology. Understanding how cognitive processes operate in different brain areas.
2. Neural architectures
Neurones, receptive fields and vision. How does the brain connect the world outside with our thoughts and experiences?
3. Perception and recognition
The recognition of objects and faces.
4. Attention
Is cognition a limited resource to be allocated carefully or do we attend to everything?
5. Learning and memory
What circumstances determine how we learn new information? How is this information stored in our brains and how do we access this information while reasoning?
6. Decision making and problem solving
How do we choose responses; how do we solve problems?

Brief description

This module will provide the practical and theoretical skills training needed to effectively communicate within different contexts, to open and close helping conversations, and engage in embedded counselling and conversations in mental health settings.

Indicative content:

1. Key skills in helping conversations
To include listening, body language, reflection and empathy
2. Models of embedded counselling and skilled helping
To include theoretical and practical aspects of embedded counselling, and Egan's Skilled Helper model
3. Personal and professional development
Students will be required to reflect on their own perspectives and boundaries in helping situations, and their personal soundness to act as helpers
4. Legal, professional and ethical issues
Aspects of professional conduct, ethical boundaries and policy associated with counselling and mental health contexts.

Brief description

To build on research methods knowledge and prepare student for third year Core Research Methods

Indicative content:

1. Methods of Research
Main quantitative and qualitative research methods available to psychologists; Use in applied settings; advantages and disadvantages
2. The Experimental Method
Variables and levels; hypotheses; design - basic and advanced; control techniques; validity and reliability in experimentation; ethics in experimentation
3. Data Analysis - Descriptive Statistics
Data types; measures of central tendency; measures of dispersion; normal distribution; graphing data; confidence intervals.
4. Data Analysis - Inferential Statistics
Test selection; parametric and nonparametric 2-sample test of difference; Within and Between one-way ANOVA and Non-parametric ANOVA, effect size; power; correlation; Tests of both internal and external reliability; inter rater reliability
5. Qualitative Methods
Types of qualitative research techniques; questionnaire design, interviewing - types, advantages, disadvantages; analysing interview material.
6. Quantitative Methods
Experimental method, two variable tests of difference (parametric and non-parametric), tests of relationships (parametric and non-parametric); multilevel testing (parametric and non-parametric), follow up testing (parametric and non-parametric). Reliability analysis using Cronbach's alpha, quantitative content analysis, item analysis
7. Ethics
Creating and conducting ethical research based on BPS Ethical Guidelines
8. Reporting Research
Sections and content of an APA formatted psychology lab report; APA referencing
9. Information Searching
Structured and unstructured search; Search using the Internet and locating electronic journals using the university library system and appropriate data bases
10. I.T.Skills
Designing a lab report template using Word for Windows; using SPSS and JAMOVI for data analysis

Brief description

This module builds on CNS201, and develops the conceptual ability of students to recognise the therapeutic change process, and the activities that may be undertaken at each stage. This module is largely practice based and requires students to engage in reflection on their deployment of counselling and therapy skills in small groups.

Indicative content:

1. Theoretical models of therapeutic change
Pluralistic framework, Cycle of change
2. Collaboration for helping
Collaborative skills in engaging discussion around client needs, and therapeutic activities
3. Counselling theories
Within the pluralistic framework, and understanding of PCC, CBT, Psychodynamic and TA approaches
4. Alternative methods of delivery
Examining self-help, on-line and group contexts for therapy

Year 2, Term 1 Option Modules

You must choose ONE Option Module

Brief description

Forensic psychology is a constantly growing discipline and covers an exciting and broad range of topics. This module will examine key issues in forensic psychology integrating information from clinical, biological, developmental, personality, social and cognitive psychology. Through engaging with this module you will develop the Intellectual, Professional, Digital and Active Citizen Abertay Attributes.

Indicative content:

1. General Issues
Introduction to offenders, offences, victims, and the role of psychology in the actions of the police, the courts and prisons.
2. Explanatory Models of Crime and Offending
Biological factors, gender differences, individual differences, childhood and developmental issues, social and economic factors, and cognitive-behavioural approaches.
3. Developmental Basis for Criminal Behaviour
Biological basis of social, aggressive, and sexual behaviour with regard to neuropsychological, neuropharmacological and evolutionary issues. Psychological and biological treatments for childhood and adult psychopathology.
4. Mental Health and Offending
Mental health issues in offending behaviour. The relationship between mental health symptoms and risk in relation to offending. Personality disorder and schizophrenia as critical issues in serious offending.
5. Personality Abnormality
Inherited and acquired conditions in lifelong risk of criminal behaviour such as ADHD, Conduct Disorder (CD) and Oppositional Defiant Disorder (ODD). Examining the factors that increase the likelihood of serious sexual and violent behaviour, stalking, and criminal recidivism.
6. Substance Use and Crime
Addiction Models of criminal behaviour. Models of emotional dyscontrol in offending. The role of alcohol and drugs in serious assaultative behaviour, neuropharmcology and psychology.
7. Specific Criminal Offences
Consideration of information from specific offending populations and the psychological factors contributing to offences. Offences may include violent offending, fire raising, stalking, terrorism.
8. Sexual Offending
Detailed consideration of individual offenders and the psychological characteristics of their criminal offences and offence development in relation to sexual and violent offending.
9. Risk Assessment
Critical discussion of the role and nature of risk assessments with forensic populations including specific methods of risk assessment.
10. Treatment and Interventions
Consideration of the background to the development and application of treatments and interventions including `what works?' approaches and cognitive-behavioural treatments, as well as key issues relating to working with offenders.

Brief description

The module will encourage students to anticipate the future opportunities and challenges that will face children in the next twenty years. By looking at emerging social norms and technologies this module will explore how children of the near future may learn, socialise, and thrive, as well as looking at what practical and mental health challenges may be faced. The module will focus on gathering appropriate evidence that can inform developmental psychology and professional practice when working directly with the next generation of children.

Indicative content:

1. Childhood over the last century
An overview of how "childhood" has changed over the last 100 years. changing patterns of developmental research.
2. Relationships
Exploring generational changes in who children spend time with. Parenting, childcare and social networks.
3. Teaching and learning
Changes in curriculums and approaches to learning. Future directions of schools.
4. The use and misuse of technology
Technology in learning, learning of technology (e.g., cybersecurity), technology beyond learning
5. Developmental disorders and mental health
Definitions and prevalence as well as treatment, interventions and educational support.
6. Applications
Examining how we can apply this knowledge to professional practice with children

Year 2 Microcredentials - Term 2

If you are a Direct Entrant (new student) to this year of study and have not previously taken module ABE101, then you MUST take ABE201 as part of your Microcredential selection. If you have previously taken ABE101 then you are NOT permitted to take ABE201.

Instructions: Please choose a total of TWENTY credits of microcredential (ABE) modules.

Brief description

Throughout the microcredential you will become familiar with university systems (including the virtual learning environment), consider what attributes make a successful student and develop key successful student habits.

Indicative content

• Navigating Abertay Systems: Be introduced to and understand how to engage with Abertay systems and tools such as MyLearningSpace, MS Teams, OASIS, MyAbertay etc.
• Expectations of University and You: Explore your own and the universities expectations of you and of the university; Consider the code of conduct; independent learning; blended learning; how university is structured; health and safety; and the Abertay attributes.
• Understanding and Searching Information: How scholarly information is generated and disseminated, key characteristics of different information types. Planning, using, and refining appropriate search strategies; online search tools; using a range of web and database search functionality. 
• Successful Student Behaviours: Develop strategies to key successful student behaviours including Defeating Procrastination, Time Management, Notetaking and preparing for classes, Growth Mindset, Accessing student support and opportunities.
• Referencing: Understand what is meant by academic integrity, plagiarism, and the need for appropriate referencing; creating reference lists and in-text citations; use of referencing tools to manage information.
• Sounding Academic: Explore what lecturers mean by “academic style” and “the right language”; Understand what is meant by and how to learn the rules of academic writing characteristics. Consider how this differs between college and university; Learn how to paraphrase. Explore how assessments, marking and feedback works at university.
• Evaluating Information: Using appropriate quality criteria to critically evaluate information from any source to determine authority and bias.

Brief description

This microcredential provides you with the space and time to develop your skills in designing, planning, delivering, and showcasing an artefact responding to the societal issue. The microcredential is flexible and you will have a choice of what and how you create your response.

Indicative content

• The Big Issue: You will be introduced to the big society issue that will be the focus of your artefact response. Learning materials available will help you consider your response to the challenge.
• Developing Ideas: You will think creatively as to how you will respond to the big issue. You will consider your intended artefact aims, outcomes and target audience. 
• Responding to the Challenge: Resources and guidance will be available as you respond to the challenge and create your artefact.
• Preparing for the Showcase: Guidance will be available on how best to showcase your artefact for the assessment. You will develop your presentation skills to support you in showcasing the artefact. 
• Showcase Event: You will attend a showcase event and present your artefact.

Brief description

You will discuss a range of anti-racist approaches and how they apply within the context of professional communications. You will examine case studies and scenarios to identify the nature of bias in society explore ways to be anti-racist especially in professional communications.

Indicative content

• Racial Bias in Society: Using case studies and scenarios to discuss various forms of racism in society, you will explore the need for anti-racist practice in professional communications. 
• Classification of Anti-Racist Practice: This section compares different anti-racists approaches applied across several contexts. You will discuss the challenges and benefits of each approach. You will identify barriers to implementation of anti-racist practice.
• Discuss Anti-Racist Approaches for Successful Professional Communications: You will be introduced to various communications frameworks (e.g. the humanity-centric framework) and will explore scenarios for the application of these frameworks in a range of professional contexts.
• Embedding Anti-Racism in Digital and Social Media Communications: How can you discuss matters of race and anti-racism on digital and social media while maintaining a professional persona. We will examine cases for best practices and explore ways to avoid bigoted language in digital communications. 

Brief description

In this module you will study two ways of analysing language: (i) a basic introduction to conversation analysis and discourse analysis as applied to ordinary talk/texting, and (ii) and introduction text mining, based on identifying patterns and developing insights from text-based data available on the Internet (e.g., social media data, online texts, online reviews etc).

Indicative content

• Conversation Analysis and Talk and Text as Action: A brief overview of the CA focus on language as action; an examination of how people talk in terms of questions, answers, invitations, excuses, justifications etc.; an examination of texting, emojis, misunderstandings.
• Text Mining: Introduction to text mining and its uses in a social sciences and business context; Online data sources; The text mining process: data collection, pre-processing and analysis; effectively communicating and visualising insights from textual data.

Brief description

By the end of this microcredential, you will be able to evaluate and select machine learning algorithms and AWS services to be appropriately applied to different business problems.

Indicative content

• Introduction to Machine Learning: What is ML? ML process, business problem solved with ML, ML tools, Amazon SageMaker, ML challenges, supervised learning (regression, classification), unsupervised learning (clustering, dimensionality reduction), reinforcement learning, etc.
• Implementing a ML pipeline using Amazon Sage Maker: Formulating ML problems, collecting and securing data, extracting, transferring and loading data, evaluating your data, finding corelation, feature engineering, data cleaning, dealing with outliers, training, deployment, performance evaluation, hyperparameters and model tuning.
• Forecasting: Time series analysis, Amazon Forecast, Implementing a forecast model, Stock Predictions.
• Computer Vision: Facial Recognition, Image and Video Analysis, Dataset Preparation.
• Natural Language Processing: Amazon Comprehend, Polly, Translate, and Lex, Creating a chatbot, Alexa, etc.

Brief description

This online module will support you to get familiar with sustainability and introduce you to tools that can help you to understand and reduce your climate impact. By increasing your sustainability self-awareness, you will be able to make a positive difference in your own life, and in the organisations and communities around you.

Indicative content

• What is sustainability and how is it linked to Climate Change?: We define sustainability, enhancing understanding of the links between society, economy, and environment. Climate change is explained and linked to sustainability. We provide clear accessible information about the reliable science of climate change. We describe the need efforts towards limiting human-induced global warming (limiting cumulative CO2 and other greenhouse gas emissions). 
• Global Sustainability: We introduce the United Nations Sustainability Goals (SDGs). The 2030 Agenda for Sustainable Development, adopted by all United Nations Member States in 2015, provides a shared blueprint for peace and prosperity for people and the planet, now and into the future. At its heart are the 17 Sustainable Development Goals (SDGs), which are an urgent call for action by all countries - developed and developing - in a global partnership. They recognize that ending poverty and other deprivations must go hand-in-hand with strategies that improve health and education, reduce inequality, and spur economic growth – all while tackling climate change and working to preserve our oceans and forests. 
• Personal Sustainability: The WWF environmental footprint tool is a great way to start your personal sustainability journey. The planet is in crisis - from climate change to the pollution in our oceans and devastation of our forests. It's up to all of us to fix it. Take your first step with our environmental footprint calculator. 
• Community Sustainability and Climate Resilience: Community climate resilience comes in many forms. In this topic we introduce ideas which can provide multiple benefits of people, planet, and prosperity. We showcase inspiring examples whereby working with natural processes (Biophilic design, blue and green infrastructure) we can connect people with nature to improve their well-being and quality of life, whilst simultaneously tackling climate change and storing carbon.
• Global Solutions: What is the world doing about it? What impact do Global Climate and Biodiversity agreements (COP26 etc) really have? What’s happening here? Where are the challenges and the good news stories? We showcase positive initiatives focussed on progress.

Brief description

By the end of the module, you will know more about key aspects of nutrition and health and be better equipped to identify and tackle the barriers that prevent you from eating well.

Indicative content

• Healthy eating on a budget: This topic will show you that healthy eating doesn’t have to be expensive! You will be given basic nutritional knowledge, as well as skills and practical tips to be able to eat a healthy diet on a budget. You will then be able to develop your own menu and share it with your peers, so you learn from us as well as from each other.
• Prebiotics, probiotics and health: You will learn about the importance of our microbiota on health, and how what we eat can modulate it. You will be provided with cooking tips and will be able to develop your own fermented foods for better gut health.
• Fat or sugar, which is worse?: You may have heard that fats are bad for our health, or perhaps you have heard it is all about the sugars? You will learn about the role of both sugars and fats in our diet; what makes them good or bad for health and the science behind it. You will be given the tools to assess your own sugar and fat intake as well as tips to implement the changes you need to eat better. 
• The British diet vs Mediterranean diet: What is a Mediterranean diet and what are its real benefits? Is it just a diet or a pattern? Can we get the same benefits as those living in Mediterranean countries? In this topic, you will explore how feasible it is for us to adopt the Mediterranean diet and lifestyle, considering the seasonality of ingredients as well as sustainability. 
• What drives our food choices?: How healthy do you think your diet is? Do you find it easy to eat well? With this topic you will become more aware of our obesogenic environment, of how the food industry talks to us, and how the media report nutritional claims. You will learn to look more closely and more critically at your environment, so you can make healthier decisions.

Brief description

This microcredential will help you to refine your current writing skills through the analysis and discussion of a range of texts and exercises, enabling you to then apply these techniques to assignments for your other modules.

Indicative content

• Speaking the language: How to develop your academic and professional vocabulary: understanding the genre; understanding your reader’s expectations.
• Meeting expectations: Why different assignments have different requirements: decoding instructions; selecting appropriate writing techniques.
• Tightening up the nuts and bolts: How to improve your writing accuracy: reviewing key grammar and punctuation issues; improving your editing and proofreading.
• Standing on the shoulders of giants: How to borrow from the greats: reviewing the principles of citing sources; using writing techniques to incorporate research into writing.

Brief description

This module will help you develop a better understanding of the difference between media reporting and scientific evaluation. It will equip you with the skills to look beyond sensational stories related to human behaviour and dig deeper into a topic area to validate the evidence.

Indicative content

• Paranormal Beliefs and Experiences: Is Extrasensory Perception Real? Is there really evidence that we can predict the future?
• Myths about the Brain: Can repressed memories be recovered in therapy? How easily are false memories created? What are the implications for the justice system? 
• Myths about our Mind and Body: Is the key to success in everyday life simply a case of posing like a powerful superhero? 
• Myths about Language: Does being bilingual make you smarter and keep your brain younger? Are bilingual people less likely to get dementia as a result of this lifelong brain training?

Brief description

Through this microcredential you will gain an insight into what the world of work may look like in the (near) future. This includes developing a knowledge of how the economy and labour market evolves and why individual skills-sets and employability are so important and intrinsically linked to this process.

Indicative content

• The future of work: What will the future of work look like? What is used to predict how the world or work will change? Can the future of the economy and of work be accurately predicted? 
• Key factors that influence change: Identifying some of the key factors that influence how the world of work and our economy evolves and changes.
• The key role of skills and personal employability: The emergence and decline of skills: skills are fundamental to the economy (and graduate employers). What skills will be most in demand and/or be most valuable to our economy in future and why? Understand the importance of skills to the economy (and to graduate employers) at both the macro and micro level. Know what specific new skills are emerging and becoming more valuable and sought after, (as others are in decline) for our modern economy and graduate labour market. 
• Labour market information - what is it for?: Labour market Information is hugely important to our understanding of our economy at any given time: and also, in looking at the present and past to help predict future growth, opportunities, shortages and skills gaps. Recognise the importance of key Labour Market Information (LMI). Have the ability to source and use key Labour Market Information (LMI). Understand how to use accurate Labour Market Information as a tool to help their own personal development and future career planning. 
• What now?: Some help and steer – suggestions to you may wish to use your new knowledge and insight to help with your own career aspirations, planning and personal/professional development while at university.

Brief description

Some businesses have the sole focus of making money whereas others exist to also make a difference. Social enterprises are becoming more popular, and recognisable, and are making an impact across the world. From supporting the homeless, to giving waste products a second life, social enterprises are fighting for various causes. 

Indicative content

• What is a social enterprise and how does it function?: What the definition of a social enterprise is with examples from different sectors.
• How do social enterprises identify problems to tackle?: How social enterprises decide on what they will tackle and how they will do it. 
• How do you gather evidence that there is a problem requiring a solution?: Way in which you can gather evidence and data to validate the idea for a social enterprise. Determining needs and wants within a category. 
• How to identify skills and knowledge gaps: Understanding the skillsets within a founding team to fulfil the tasks required to start a social enterprise. 
• How to understand the problem you are trying to solve: Knowing the problem, you are trying to solve and how this effects the target customers the social enterprise is aimed at. Looking at the issues in a customer-focussed way. 
• How to develop a social impact plan: What is involved in a social impact plan and how to put one together. 

Brief description

This module will introduce you to the study of AI and Society. Artificial Intelligence (AI) is a set of technologies and concepts and can be understood as using computers and software to denote problem-solving capacities and knowledge acquisition (intelligence) which otherwise we believe only belongs to natural beings such as humans.

Indicative content

• Introduction to the core concepts: A brief introduction to the concepts of “artificial”, “intelligence” and “society”. 
• Introduction to the problem of AI and Society: A discussion of where the problem of the impact of AI on Society comes from, presentation of some of the original debates and examples.
• Contemporary debates: A discussion of the contemporary debates about the impact of AI on Society, with examples.

Brief description

What is Artificial Intelligence (AI) and how has it shaped our past and present? These are questions we will explore on a guided tour of AI from the past to the present and the future. You will develop a better understanding of what AI is and isn’t.

Indicative content

• Historical AI: Tracing the historical development of “traditional” AI systems including aircraft autopilots, expert systems, and accounting/financial software.
• Current AI: Covering the contemporary generation of AI technologies in areas such as speech recognition (e.g., Alexa, Siri) and recommendation systems (e.g., Amazon, YouTube). Examples will be drawn from Health, Sport, Games, Engineering, Business, Law and Computing. 
• Future AI: Exploring the limitations of today’s AI when it comes to general intelligence and contextual adaptation. Examples will be drawn from Health, Sport, Games, Engineering, Business, Law and Computing.
• My AI: How AI will impact your future, and how you can use AI to help you achieve your career goals.  Reflection on how AI may inform your subject area going forward.

Brief description

This microcredential is aimed at you, if you have an interest in technology but are not experts. The microcredential will develop your digital safety and how to stay safe online.

Indicative content

• Threat Landscape: Cyberattacks and online threats. System vulnerabilities. Social Engineering. Rights and computer laws.
• Authentication: Password security. Biometrics. MFA and Password managers. Good practices for authentication.
• Secure Communication: Web browser security. Certificates and trust. Effective encryption. Secure communication methods.
• Personal Information Privacy: Information leakage. Personal information privacy and open-source intelligence. Device encryption and security. Security mindfulness.
• Malware: Types of malware. Identifying malicious software. Malware propagation techniques. Malware removal and preventative measures.

Brief description

This microcredential will help you to develop and build your own confidence in applying numeracy skills in real world situations.

Indicative content

• What is my GPA and how likely am I to get a First? (BASIC NUMERACY): Calculation and manipulation of data using Percentages, Indices (Powers), Roots, Probability, and simple equations. 
• The power of prediction (GRAPHS): Straight line graphs, Gradients, Equations of a straight line, Intercepts. Drawing graphs - Linear equations, Distances between points. Simultaneous linear equations.  
• Love a good puzzle (ALGEBRA): Changing subject of formulae. Factorisation - common factors, Difference of two squares, Trinomials. Solving simultaneous equations by Substitution and Elimination.
• Advanced power of prediction (FUNCTIONS): Introduction to functions – Linear and Quadratic and solving quadratic equations. Factorising Quadratic equations.
• Love a good triangle (TRIGONOMETRY): Trignometric functions - Sine, cosine and tangent. Trignometric formulae.

Brief description

In this microcredential, you will learn more about how digital media production professionals in the UK and China are working together to reduce barriers and identify new opportunities for collaboration and growth.

Indicative content

• History and future of videogames in China: Focussing on the videogame sector as a case study of Chinese digital creative industries, how has the videogames market and industry developed in China, how is the Chinese videogames economy currently constituted, and what does the future hold?
• Consumer trends and audience preferences: What is popular with audiences in China? What can we note about preferences in terms of narrative content, aesthetics, play styles etc. when compared with other markets?
• Policy and regulation: What unique regulations or limitations are imposed on digital media within China, and what similarities are there with other national and transnational regulations? How is creative content development and publishing shaped by policy in China? What social and ethical challenges are presented by regulation, in China as well as in the UK?
• Transnational working and co-production: How is digital creative content conceived, developed, and released by professionals working across borders? What are the challenges for small and independent creative studios, compared with multi-nationals with studios based in and outside China?
• Publishing in China: How do digital media content like videogames make it to market in China? What processes and requirements must creative businesses be aware of, and how do developers find, connect to, and work with Chinese publishers? How to consumers in China access content, including on grey markets?
• Challenges and success: Hear from UK and Chinese professionals on the China market, co-operation, the hurdles they cleared, and how they found success.

Brief description

Increasingly, the role of creativity in supporting and maintaining wellbeing is being researched and celebrated. This module will introduce you to the current theory in this area, as well as a range of creative resources shown to be helpful for both self-care and the support of others.

Indicative content

• Why does creativity matter?: An introduction to why creativity matters when it comes to mental health.
• Your brain on words: The place of stories in their various forms as a resource for wellbeing.
• Engaging the senses: The potential of tools such as music and art for self-care.

Year 3 Core Modules

You must study and pass five core modules

Brief description

Examine the links between biology and psychology. Learn how biology affects behaviour and the evolutionary mechanisms that shape our minds. Investigate how biology, experience and personality produce individuality in humans. Understand the physiology that underpins observable behaviour (genetics, CNS and the endocrine system), looking at processes that exert direct control over behavioural responses and those that play a modulatory role in human psychology.

Indicative content:

• Biological control of behaviour: How the central nervous and endocrine systems interact to produce observable behaviours such as movement, ingestion, and reproduction.
• Psychopharmacology: Looking at the physiological consequences of taking recreational and therapeutic drugs, and biological and psychological underpinnings of drug addiction.
• Hormones, reproduction and emotion: Examining how hormones influence mate choice, mating behaviour and sexual orientation; the biological underpinnings of emotion, emotional valence and components of the emotional response.
• Behavioural genetics, evolutionary and sociobiology: Influences of genetics and environment on human behaviour; an introduction to the evolutionary processes that impact human and non-human animal cognition and social interactions.
• Methodologies: Neuropsychology and neuroimaging: Looking at the physiological and behavioural effects of brain degeneration and implications for everyday life; introducing methods used in investigation of neural correlates of cognition. Psychological testing and application: Psychometric testing, specific aspects in personality tests, reliability, validity, BPS guidance.
• Introduction to personality and individual differences: Introduction into main theories in personality and individual differences; Trait vs. State; Personality vs. Situation.
• Intelligence: Definitions of intelligence; psychometric approaches to intelligence and their implications for educational and social policy; cognitive basis of intelligence. Debates about generational, racial, and gender differences in IQ.
• Biological Influences: Heritability in intelligence and personality, neurobiological theories of personality, evolutionary influences & comparative personality, mental illness and personality disorders.
• Personality and culture: Further ideas and debates in personality and culture including national character, social attitudes, evolutionary approaches, cognitive and learning styles, individual differences in health and illness, social anxiety and shyness.
• Individual differences in cognitive styles: Individual differences in how we think, perceive and remember information. Exploration of different learning style and theories of learning.

Brief description

Learn to conceptualise your practice within a pluralistic model of counselling by exploring theoretical approaches to counselling and psychotherapy and your associated ways of responding to them.

Indicative content:

• The Pluralistic Framework for Counselling skills: Understanding different theories including PCC, CBT and psychodynamic approaches, and the role of collaborative conversations in finding shared understandings with clients.
• Conceptualising case-work and client distress within theory: Linking client case-work to specific theoretical understandings.
• Skills practice: Engaging in practice of counselling skills in peer- groups.
• Personal and professional development: Reflection on learning in peer groups, and in journals focussing on learning and experiences on the course.

Brief description

Learn the theories, methods and empirical data relevant to psychological development throughout the lifespan.

Indicative content:

• Biological basis of development; theories and milestones: Pre-and post-natal brain development, brain maturation, biological basis of ageing.
• How to study development?: Designs and approaches.
• Infancy: Methods for studying infant development, physical development in infancy, cognitive development in infancy: Memory and pre- cursors to language, social and emotional development in infancy.
• Early childhood: Methods for studying early childhood, physical and cognitive development in early childhood, language development in early childhood, social and emotional development in early childhood, moral development in early childhood.
• Middle childhood: Physical and cognitive development in middle childhood, social development and peer relations in middle childhood. Emotional and moral development in middle childhood.
• Adolescence: Physical and cognitive development in adolescence, social and emotional development in adolescence.
• Adulthood: Biological, cognitive and social changes in middle adulthood. Theories and data on midlife crisis.
• Ageing: Biological, cognitive and social changes in late adulthood; models of cognitive decline; emotional and personality changes, dementia, death, longevity.

Brief description

Build upon the psychological research methods techniques and analyses covered in years 1 and 2 such as aspects of experimental design, quantitative and qualitative analyses and project preparation. Gain the ability to design and conduct independent research projects at honours level using the appropriate research methodology.

Indicative content:

• Analysis of Variance: As part of the ANOVA section we will briefly revise variance and one-way ANOVA. We will then move on to examine factorial ANOVA designs; within, between and mixed designs; main effects and interactions; exploring interactions and multiple comparisons (a priori and post-hoc).
• Experimental Design: Here we will examine methodological issues in design, identifying limitations of designs, defining a research question, hypothesis testing and operationalising variables. We will also look at Type I and II errors; effect sizes and statistical power.
• Qualitative methods of data collection and analysis: We will cover the theoretical underpinning of qualitative methods. This will include the design of research questions; how to code data from visual and textual formats, the application of techniques such as content and thematic analysis. We will use textual data (such as interview schedules) to carry out a qualitative analysis. This work will contribute towards the assessed qualitative report.
• Correlation and Multiple Regression: Here we will cover simple linear regression models and multiple predictors of a criterion variable (multiple linear regression). Here we explain statistical tests for multiple regression models.
• Laboratory Skills: Students are given extensive training in the advanced use of SPSS for analyses. Regular laboratory attendance is recommended in order to develop strong research skills. This will allow the individual to become a confident researcher.
• Project proposal for supervisor feedback and subsequent ethics submission: Students are required to write an ethics proposal for their fourth year project with support and guidance from their allocated supervisor. Research design and analysis skills are employed to design a suitable experiment/study. Identifying, and addressing, possible ethical issues are central to this process. Supervisors will give feedback to a draft of the proposal.
• Research Skills: Writing and work management: Communicating effectively in oral and written form, using research literature effectively. Reporting and interpreting. Writing using American Psychological Association editorial style. Developing a meeting agenda, goal setting and evaluating progress, communicating effectively in supervision meetings, identifying responsibilities. Sustaining research work in laboratory classes.

Brief description

Examine the psychology of mental health disorders and explore how patients experience their ilness.

Indicative content:

• Models to aid diagnosis: Introduction to the use of biopsychosocial models in the diagnosis of mental ill health.
• Understanding causes: Exploration of the biological, psychological and environmental causes of mental health disorders such as psychoses, mood disorders, developmental disorders or learning difficulties.
• Treatment and outcomes: Investigate treatment options for patients with disorders and categories of distress, evaluate research on treatment outcomes for different categories of patients.
• Lived experience: Consideration of the lived experience of patients from symptom onset, diagnoses and treatment, experience of the clinicians and health workers in supporting patients with mental illness.
• Prognosis and life after treatment: Evaluating how patients with different categories of distress respond to treatment, how their biological and environmental circumstances influence prognosis, and managing mental health conditions long term.

Year 3 Option Modules

You must study and pass one option module of your choosing

Brief description

Introduction to the principles and methods of cognitive-behavioural therapy. 

Indicative content:

• Theoretical perspectives in CBT: CBT approaches to psychological distress: basic theoretical concepts. Integrating CBT with other therapy approaches: issues, challenges and opportunities. The role of research in effective use of CBT approaches.
• Principles of CBT practice: The CBT competency framework. Core CBT skills: assessment, treatment planning and case formulation, developing a collaborative relationship, implementing behavioural and cognitive change strategies, using homework assignments with clients, using self- help materials, monitoring client progress, relapse prevention strategies. The process of therapy: common issues and challenges. Professional practice issues and supervision in CBT.

Brief description

Why do we dance? Introduction to the mental processes involved in physical and creative cultural practices. Gain current psychological knowledge on the cognitive, perceptual and neuronal processes involved in dance and movement as well as other artistic/creative practices such as music, acting or painting. 

Indicative content:

• Why do we dance: Feelings, the innateness of rhythm and functions of dance: Are we born to dance? Is dancing an innate, biologically-driven activity to get in trance? Do animals dance? Gain an introduction to theories and research findings on the evolution of dance, considering functions of rituals linked to aggression, status, trance, mating and communication. Discuss studies showing the genetic disposition of dance, personality and individual differences in developmental, cognitive and motor responses to dance, music and rhythm.
• What you need to dance: Motor action, perception, and memory: What makes our body move? To understand what we need in order to dance, cover topics of motor control and action, visuo-spatial perception, memory and frameworks of expertise. Discuss further, advancements in models of training and strategies to enhance performance (i.e. imagery, attention, goal-setting, and other training technique for improving performance).
• Watching dance: Audiences’ expertise and personal preferences: What do we see and feel when we watch dance? This section builds the core of the module. The nonverbal information transmitted through dance. Discuss research on cognitive, perceptual, emotional and sensorimotor processes of watching dance within the concepts of action observation, mirror neurons, embodied cognition, sensorimotor entrainment, kinaesthetic empathy, biological motion, synchronicity as well as experimental aesthetics.
• The benefits of dance: Self-confidence, body image, rehabilitation, health and wellbeing: The reports on effects of dance on health and wellbeing are controversial. While participation in recreational dance has predominantly positive effects on self-image, vocational dance training and professional dance practice can be hugely detrimental to the individual’s health and wellbeing. Discuss findings from the literature in terms of body image, motivation, and identity, injury and self-esteem, ideal means of training, as well as dance as a form of rehabilitation.
• The Psychology of theatre, art, music, sport, gaming: Touch on other cultural practices, such as acting, painting, writing and music. Discuss individuals’ motivations to engage in these practices, related health and wellbeing benefits and engage in proposed literature in your field of interest.

Year 4 Core Modules

You must study and pass four core modules

Brief description

Design, conduct and analyse your own independent piece of research. Produce a report and present your research findings.

Indicative content:

• Working with a supervisor: Making the most of supervision, preparing for supervision meetings, becoming a confident independent learner, setting goals, evaluating progress.
• Becoming an effective researcher: Critically evaluating your own ideas, identifying the right question to ask, relating your ideas to the literature, ethical issues and how to address them.
• Participating in the research community: Immersion in the literature. Organising research materials and keeping good records. Conducting meetings with outside agencies and communicating findings to participants and peers.
• Design and procedure: Methodological issues, techniques of analysis, limitations of statistical techniques, pilot work, creating experimental materials, making sure ideas are ‘testable’, problems with implementation.
• Data: Collecting data efficiently, keeping good records, ensuring data can be analysed, analysing data appropriately, interpreting the results. Ensuring confidentiality of data. Presenting data and research findings clearly.
• Communicating results: Writing in APA (American Psychological Association) format, being your own editor, critiquing and reviewing your own work effectively, relating your findings to the literature. Presenting the main findings of the project orally.
• Presentation skills: Organising material, presentations using multi-media. Personal confidence, audibility, modulation and diction in public speaking.
• Personal Development Planning (PDP): Students will be asked to reflect on their own learning development and current skills (e.g. CVs, experience and transferable skills) in order to develop employability awareness and prepare them for post graduate study and the workplace. Consideration of psychological literacy.
• Writing skills: Developing a mature and confident writing style; correct editorial style for research projects. Trouble-shooting in writing skills; proof-reading.

Brief description

Develop a deeper understanding of social psychology and the cognitive processes such as attention, perception and memory and how they underpin social processing.

Indicative content:

• Historical and Conceptual Issues: Introduction to cognitive models in psychology and their influence on our understanding of social processing.
• Visual perception: Models of visual perception – reminder of processes in the recognition of objects and categories.
• Attention: Understanding models of visuo-spatial and executive attention. Divided attention and dual processing accounts of cognition. Working memory.
• Memory: Exploring types of long-term memory including semantic and episodic, declarative and non-declarative. Understanding associative networks in memory and priming.
• Social memory: The storage and organisation of complex social information in memory. Exploring social categorisation and the formation and structure of stereotypes.
• Activation and application of social categories: Understanding conditions of stereotype activation and application. Dual processing models of social cognition and automaticity.
• Stereotype formation: Models of the cultural development of stereotypes, as well as developmental trajectories of stereotype use across childhood.
• Attitudes and prejudice: Exploring the cognitive bases of attitudes such as prejudice. Models of attitude-behaviour links and prejudice control.
• Self-processing systems: The influence of the self on attention, perception and memory for incoming information.
• Neuropsychological perspectives: Understanding the neural bases of the cognitive and socio-cognitive processes covered in the module. What can neuroimaging and patient studies tell us about social and non-social cognition?

Brief descreption

Learn about issues and approaches to mental health in young people, and the interventions and support available.

Indicative content:

• Theoretical perspectives: Epidemiology, theoretical concepts and models of both human growth and development, and therapeutic intervention for young people.
• Socio-political context: Exploration of cultural movements, technology, ethical frameworks for good practice, therapeutic boundaries, and application in different contexts (e.g. schools, youth groups, private practice).
• Key issues in working with young people: The distinct emotional and relational difficulties experienced by young people, and the challenges specific to treatment such as safeguarding and child protection.
• Therapeutic interventions and support: Therapeutic methods, skills, and interventions for working with young people. Case examples and the development of therapeutic tasks. The role of agencies, services, charities, and emotional support services.

Brief description

Critically analyse diverse mental health perspectives. Engage with theories from a variety of cultures, models, and philosophies to complement, expand and challenge therapeutic concepts.

Indicative content:

• Critical issues in mental health policy and practice: The historical and social construction of the idea of mental illness. Theoretical perspectives on mental health and illness: biological-medical, cognitive, psychodynamic, social, humanistic.
• Contemporary debates: The influence of social constructionist and feminist approaches. The psychiatric survivor movement and antipsychiatry. Current developments in policy and practice.
• Critical analysis of diverse perspectives: Exploration and consideration of non-traditional therapies, covering topics such as spirituality, body movement therapies, creative therapies, and Eastern tradition therapies.

Year 4 Option Modules

You must study and pass one option module of your choosing

Brief description

Introduction to the use of mindfulness and associated concepts in the maintenance of emotional and psychological well-being. Combine theoretical knowledge and research with experiential learning. As well as examining the history, theories and application of mindfulness-based practices in mental healthcare, take the opportunity to engage in mindfulness practice.

Indicative content:

• Origins of mindfulness: Buddhism, eastern philosophies and meditation practices. The western adoption of meditation from 1960s-present. Key figures in the development of mindfulness practices.
• Mindfulness practices: Introductory training and support in developing your own mindfulness practice, ongoing peer- group facilitation and on-line reflective writing on the process. Introduction to the variety of mindfulness activities and methods of engagement in mindfulness practices.
• Contemporary research and theory in mindfulness: Evaluation of the applications and effectiveness of mindfulness-based practices in mental health and well- being. Introduction to the cognitive and spiritual models of mindfulness.
• Socio-political context: he cultural and research movements which have allowed the incorporation of mindfulness practices in to western medicine and healthcare.

Brief description

An opportunity to pursue a topic of interest, different from any other work either submitted or proposed, relevant to your work or voluntary experience. Reflect on your work or voluntary experience, identify an issue that can be informed with reference to published psychological literature, negotiate and agree a chosen area for review, complete and report on this agreed review.

Indicative content:

• General: Content will be individually agreed dependent on the work or volunteer placement, topic and study plan.

Brief description

Introduction to the field of cognitive neuroscience but also specialist insights into current research topics. Comprehensively review the theoretical and methodological foundations of cognitive neuroscience and develop key skills to understand and report cognitive neuroscience research via individual and group work.

Indicative content:

• Introductory concepts: Cognitive Neuroscience: history, definitions, themes, approaches and issues.
• Methodological and design principles: Methodological and design principles: differences and common issues in psychology and cognitive neuroscience.
• Available techniques: Series of lectures on the techniques that are currently available in cognitive neuroscience, broadly divided in measurement and manipulation techniques.
• Specialist areas: Series of lectures on specialist areas - these may vary from year to year and may be selected from the following (non-exhaustive) list: perception; action; attention; attentional control; memory; emotion; social cognition; language; numerical cognition; executive functions; decision making.
• Identifying, reading and reporting primary sources: Students will be guided in searching for suitable primary sources and understanding cognitive neuroscience research reports. They will also be required to engage in supervised presentations of research papers followed by discussions with the class.