Psychology

This module builds on the year 1 module “Introduction to Psychological Research” and will consolidate and extend knowledge of research methods. It will introduce advanced analysis, the use of statistics for analysis of research data and how to discuss research findings effectively. Practical classes will give a hands-on experience of experimental design, analysis of qualitative data and statistical analysis. Students will also conduct and take part in psychological studies, surveys and experiments and these will be written up in the form of psychology research reports.

This module covers two areas of cognition: memory and language.  The module covers the major theories of memory and (spoken and written) language, including both historical and current perspectives, the brain systems involved in memory and language and the different types of research methods that can be used to study memory and language.  The module will focus on typical adult systems. However, lectures on development in childhood and the challenges faced in old age will be covered together with what happens when memory and language go in wrong (e.g., in cases of amnesia and aphasia). Applied research in memory and language will also be included.

This module will equip students with knowledge regarding the cognitive, biological and developmental basis of perception in naturalistic environments and the interplay between this and how movement / action unfolds in humans. 

This module will address psychological aspects of health behaviours across the lifespan drawing on key areas within developmental, cognitive, biological, social psychology, and individual differences. Students will learn about and evaluate behavioural influences on health and wellbeing from childhood, adolescence, adulthood and older age.  For example, students will examine personality and health, individual choice/agency versus external influences (such as peers, families, and corporations) on health behaviours, and explore health inequalities and disparities. Health behaviours under scrutiny will include alcohol and other drugs, smoking, healthy eating, physical activity and sleep. 

This module develops knowledge of a range of theoretical approaches to the understanding of different aspects of individual differences, including personality and intelligence. This will include, for example, the approaches of psychoanalytic theorists, behaviourists, trait theorists, biological theories of personality, as well as the phenomenological, social-cognitive and existential approaches to the study of personality. The module will compare and critique conceptual paradigms and also explore individual differences in intelligence, creativity, happiness and subjective well-being. Students will also learn about the nature of psychometric tests and their application to the measurement of individual differences.

Human civilisation risks large-scale challenge without psychologically informed interventions. People’s habitual behaviours, attitudes, identities and power-relations need to change in order for humanity, and the planet, to thrive. This module applies social psychology theories, research, and methods to global challenges outlined by the United Nations (UN) and by the United Kingdom (UK) Government. We will address the distinct contributions that social psychologists can make to what have been described as ‘multidimensional challenges’, assess the key obstacles to be overcome, and evaluate the likely success of achieving a ‘positive transformational impact’ (see the UK Strategy for Global Challenges Research).

The module will present students with an opportunity to examine the concept of attachment security and its application in research and intervention in depth.  Academic and therapeutic perspectives will be addressed with students engaging in workshops on methods involving coding existing observations and interviews. Material will be drawn from research utilising the concept across the lifespan. 

This module equips students with the knowledge and skills that will enable them to understand the nature of cognitive impairments that can follow from a brain injury or illness. They will learn how to assess these changes and understand remedial measures to improve/manage those cognitive impairments. Students will learn how to take case histories, how to assess cognitive impairments using neuropsychological tests, interpret test findings, and make outline suggestions for interventions. 

This non-credit bearing module aims to support students intending to spend a year on work experience.  It will support their search for a suitable organisation and the development of skills relevant to their search and their ability to engage successfully in the workplace.  

This module allows students to choose a topic to study in more detail. This can be a topic that is not formally offered as part of the taught course. The topic will normally extend the learning achieved during the previous year. A learning contract is agreed between the student and a supervising member of staff in the semester prior to the study being undertaken. 

The module develops student research skills by means of an original empirical investigation or meta-analysis.  The student is expected to plan, design, analyse and interpret the study with appropriate support and to do so taking into account ethical guidelines for research.  While some students may work with others to collect data, their research proposal, research ethical review and write up will be carried out individually. 

The module examines some of the main philosophical and scientific ideas that underpin contemporary psychology. This includes a consideration of conceptual and methodological positions underlying different paradigms and research programmes. All of these issues are examined through an examination of some of the dominant questions/debates that are at the centre of psychology.  

The aims of this module are for students to develop their knowledge and understanding of the role of psychology in the workplace. The module will look at the contribution psychology can make to achieving ‘best fit’ between people and their jobs, thereby to enhance productivity, satisfaction and well-being at work. Students will examine the theoretical background of topics such as Selection and Assessment, Leadership, Team Building, Stress at Work and Motivation, whilst gaining essential practical skills across these topics. The module also provides students with an opportunity to reflect on the role of psychology in the workplace. 

The module examines approaches to the psychological understanding of mental health conditions. Lecture topics will include how we define and classify mental health conditions, research and ethical issues in the field as well as examining a selection of mental health conditions (including theories of the processes that may play a causal or maintaining role and the approaches to treatment and management).

This module equips students with knowledge of diagnostic frameworks and theories of developmental disorders and to apply their skills to evaluate practical approaches to assessment and intervention. The course will focus on developmental disorders that are defined behaviourally, such as Dyslexia, Developmental Language Disorder, Developmental Coordination Disorder, ADHD and Autism Spectrum Disorder. Sessions will typically involve a lecture component followed by a more interactive session, involving critical evaluation of a research paper or assessment tool in small groups.

This module builds upon and advances research knowledge and skills acquired in the year 1 and year 2 research methods training in Psychology.  The aims are: (i)  to provide advanced methodological knowledge and skills to examine the complexity of human experience and the  nature of meaning making processes; (2) to develop practical skills to address this complexity in the process of research planning and design, data collection, data analysis and report writing.

Prevention Science is the study of the causes, consequences, and prevention of poor physical and mental health. An overarching focus is the promotion healthy behaviours with a view to preventing or mitigating lifestyle risks to physical and mental health and wellbeing. This area spans the harms associated with substance misuse (e.g. alcohol, tobacco, illicit drugs), lifestyle behaviours (e.g. poor diet, lack of exercise), and poor mental health. Within this module, students will gain an appreciation and critical understanding of one of the ways in which psychological theory and evidence have been used to inform and evaluate preventive, therapeutic or behaviour change interventions. 

This module invites students to explore and critique the key assumptions underlying differing psychological approaches to wellbeing and resilience. Students will consider how extreme contextual factors influence people’s access to and take up of a variety of resources and opportunities and the problems related to these. Students will also explore the significance of different difficulties and strategies to manage these at individual, group and organisational levels. The content of the module and student engagement will provide a basis from which students can critically evaluate the different challenges and experiences in applying psychology to well-being and resilience in the face of conflict and disaster

This module equips students with a knowledge of motor learning and skill acquisition from both a theoretical and practical perspective. The module will describe movement from a biological, cognitive, developmental and social view point and will include aspects of skill acquisition across the lifespan. There will be a specific focus on how we can optimise skill learning and on rehabilitation when this is necessary. 

Healthy romantic relationships contribute to the purpose and meaning of people’s lives. When romantic relationships become unhealthy they significantly undermine people’s mental health and life satisfaction. This module will examine contemporary research on romantic relationships from a wide range of perspectives. These perspectives will include social, biological, developmental, cross-cultural, clinical and counselling domains of psychology.

Psycholinguistics is the study of how language is represented and processed in the brain.  This module provides an overview of the key theoretical issues in psycholinguistics and the different ways in which these can be investigated.  It will explore how children acquire their first language, how bilingual children and adult second language learners process language, how language is acquired and processed in special populations for example, deaf children and the pragmatic and social aspects of language use in today’s world.

This module will explore in detail our sense of self from an autobiographical and a dialogical approach. The autobiographical approach will explore the relationship between memory and our sense of self. This includes examining questions such as: How much does who we are depend on what we remember? Is the self associated with “special” cognitive processes in memory? It will also look at how processes of self and memory change in ageing and clinical disorders, and explore research suggesting that the self has an impact on how we imagine the future, as well as remember the past.

This module allows students to choose a topic to study in more detail. This can be a topic that is not formally offered as part of the taught course. The topic will normally extend the learning achieved during the previous year. A learning contract is agreed between the student and a supervising member of staff in the semester prior to the study being undertaken. 

This is a great addition to your CV and helps you to stand out from the crowd when looking for a graduate job.

You can sign up for work experience in your first year and you’ll complete the work experience preparation module in Year 2. You'll be supported with your search for work experience and develop techniques and skills useful at interviews and assessment centres. Additional support is also available from dedicated work experience staff members. During your work experience you will receive regular support from your own Work Experience Tutor.

Your work experience must be full time and be for a minimum number of weeks. The salary must be commensurate with the role and not less than the minimum wage for the country in which the placement is taking place.

We have a number of links with local and regional employers including the NHS and local NGOs/Charities that can support you in your search for relevant work experience.