Counselling Skills and Psychology BA (Hons)

The aims of this module are to making the employability skills extractable and transferrable to a range of occupational settings:

• Introduce students to philosophical ethics
• Support students' examination of their own morals, beliefs and values and the implications for practice
• Provide students with an informed understanding of the BACP Ethical Framework for the Counselling Professions and the NCPS Code of Ethics
• Support students to understand that ethical decision-making involves more than following rules
• Enable students to reach a position on ethical issues and defend that position
• Support students to have more confidence in handling workplace decisions with ethical implications
• Develop an appreciation of the social, cultural and institutional context and legal obligations of embedded counselling skills
• Develop ethical self-awareness and personal reflection.
• Develop ethical reasoning.  

This module provides an introduction to the basic principles, key concepts and key theories that underpin the use of counselling skills. Students are introduced to the 'Core Values' and facilitated in their development of an understanding of how these create and sustain the helping process.  Students learn how to develop reflective skills and to relate concepts to models of the helping process.

• Basic principles of counselling skills
• Key concepts of counselling skills
• Key theories underpinning counselling skills
• The core values of counselling skills
• Study Skills including academic writing, referencing and library search
• Development of reflective skills

The aims of this module are:

• To introduce students to the basic principles, key concepts and key theories that underpin the use of counselling skills
• To familiarise students with the main approaches and models that inform the use of counselling skills
• To introduce students to study skills
• To introduce students to reflective development

The main purpose of this module is to introduce counselling skills in a helping relationship context.  Students develop understanding of these skills as embedded within a helping relationship and as distinct from other forms of helping. Students are encouraged to examine their own beliefs, attitudes, values and assumptions about human nature and human interaction and how these might influence their capacity to offer a climate of acceptance, empathy and congruence. The module aims to build a facilitative learning environment which encourages student development, thus promoting their understanding of and ability to work effectively with others in varying contexts. 

Part A:      

Preparation for Experiential Overseas Learning will take place at the university of Chester during level 5 and will include:  

• The multiple facets of Global citizenship
• Ethical engagement and practice
• Cross-cultural issues and sensitivity
• Intercultural communication

Theories, models and strategies of learning

• Theories and models Intercultural competence
• Theories and models of Integration and Multiculturalism

• Critical thinking skills and models of Reflection
• Experiential learning models
• Self-directed experiential learning

Personal and placement-related skills

• Enhanced independence
• Improved command of multicultural behaviour
• Increased knowledge and confidence in their individual facets of personal identity
• Effective time management and organisational skills
• Project management – working away from University and independent study
• Self-management and personal development
• Team building and team work

Part B:            Overseas

Students will engage in experiential learning activities overseas for at least 150 hours 

The purpose of this module is to enhance students’ prospects of completing an overseas placement to the best of their ability consequently it aims to:

• To equip participants with appropriate knowledge and skills to study or work in a different cultural, linguistic and/or social environment; enhancing ethical, cultural and intercultural awareness.
• To enhance students understanding of the ethical issues related to living and working abroad.
• To increase students Global Citizenship skills
• To provide an opportunity for students to reflect critically on their experience of living and learning within an unfamiliar culture, to their 'home' culture or ethnic group.

To challenge students to learn about themselves as global citizens in terms of life skills, career choices and academic development outside the classroom.

Preparation for the year abroad will take place in Chester during level 5 and will include:

• Cross-cultural issues and sensitivity
• Host-country orientation, study methods– economic, political and social reality of the country
• Orientation specific to exchange – health, education, gender issues
• The United Nations Sustainable Development Goals
• Practical matters relating to living and studying in the wider world

Theories, models and strategies of learning

• Critical thinking skills, experiential learning       and models of reflection

Personal and placement-related transversal skills

• Effective self-motivation and independent resourcefulness
• Effective time management and organisational skills
• Project management – working away from University and independent study
• Self-management and personal development

Whilst abroad:

Students will undertake study at one of UoC’s partner universities; it is expected that students will choose a series of modules at the university abroad, which equal a full-time study load. This must be agreed by the host institution and the International Tutor. Students must supply details of their courses/modules on a learning agreement within 4 weeks of arrival at the host university, note students who fail to supply this within 4 weeks may have the opportunity withdrawn.

1. To experience academic life in country outside of the EU, enhancing cultural and intercultural awareness and increasing transversal skills.
2. To reflect on the impact of the experience in their destination on one’s own personal, academic and professional development.
3. To engage with the experience of study at a partner university to gain extensive first-hand knowledge and understanding of the relevant society from the perspective of the resident.
4. To further develop independent learning techniques.
5. To foster critical evaluation.

• Foundations of research - ontology, epistemology, methodology
• Philosophy of the Social Sciences - Positivist, Interpretivist and Critical Philosophy.
• Methodology of the Social Sciences - Qualitative, Quantitative and Participatory Action methodologies.
• Ethics of the Social Sciences.
• Research Design in the Social Sciences - developing research questions; objectives, aims and hypotheses, literature review, sampling, correlation.
• Research Methods in the Social Sciences - archives, documents, surveys, observation, focus groups, interviews, ethnography, visual methods, evaluation research, PAR, dialogue.
• Analysis - statistics; contextual, content, narrative and discourse analysis; triangulation; implementation.
• Writing and dissemination of research.

This module is designed:

• To introduce students in the Social and Political Sciences to the foundations of social scientific enquiry.
• To enable such students to distinguish between, and to apply, a variety of ontological, epistemological and methodological approaches.
• To enable students to assess the strengths, weaknesses and 'fitness for purpose' of research methodologies and methods.
• To enable students to understand the significance of, and to choose between, the methods of the social sciences in a variety of contexts.
• To make students aware of the significance of ethical practice when planning and conducting research.
• To enable students to choose between different forms of research analysis.
• To enable students to critique research and to select different forms of research design.

This module will develop knowledge and understanding of counselling theories and processes. It will address issues relating to an individual's experience during the life span, drawing on theories such as those of loss, attachment, adversity as well opportunity and change
etc. to make sense of practice.

The aims of this module are:

• To introduce students to further counselling theories and processes
• To ensure students fully explore a variety of counselling and therapeutic perspectives
• To develop in students a lifespan perspective
• To enable an understanding of development, transition and change throughout the lifecycle.
• To provide students with additional study skills support and input
• To offer students the opportunity of personal development and learning

The main purpose of this module is to further develop counselling skills in a helping relationship context.  Students develop understanding of these skills as embedded within a helping relationship and as distinct from other forms of helping. Students are encouraged to examine their own beliefs, attitudes, values and assumptions about human nature and human interaction and how these might influence their capacity to offer a climate of acceptance, empathy and congruence. The module aims to build a facilitative learning environment which encourages student development, thus promoting their understanding of and ability to work effectively with others in varying contexts.  

The aims of this module are: 

• To develop students' practice of counselling skills
• To enable students to develop and demonstrate enhanced understanding of counselling skills
• To enable students to evaluate a range of skills in practice 
• To enable students to evaluate the processes involved in establishing the helping relationship
• To encourage students to critically reflect on the relationship between theory and practice

Pre-placement:

• Structured approaches to researching, selecting and securing a suitable work placement relevant to the student’s interests and career aspirations*.
• Writing an effective CV. Constructing a letter of application.*
• Interview skills.*

 *Note: Students are required to undertake these pre-placement tasks during term 1 level 5, as part of the placement acquisition process and will be supported by the Work Based Learning team and the Careers and Employability department.

 Induction Programme and Placement:

• The organisational context: research-informed analysis of the placement organisation’s aims, structure, culture.
• Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; positive attitude, resilience, building rapport).
• Devising a strategy for integrating into the workplace and work based teams
• Completion of online assignment tasks covering sourcing and obtaining placement; health and safety procedures in general; general workplace integrity; placement requirements. 

During and post-placement: Learning effectively in and from the workplace:- 

• Devising and implementing strategies to improve own approach and performance
• Critical analysis/evaluation of approach to skill development and performance in the workplace;
• Influencing the Placement Provider’s appraisal;
• Devising an action plan to develop gaps in transferable skills based on the placement experiences;

This module aims to enhance students’ prospects of gaining graduate level employment through engagement with a University approved work placement**, which will enable them to:

• Develop their understanding of workplace practice and lifelong learning;
• Enhance their work readiness and employability prospects through development of transferable skills;
• Take responsibility for their own learning and acquisition of workplace employability skills;
• Articulate, in writing, their employability skills.

Content will vary according to individual dissertation proposals

The Dissertation is designed to provide an opportunity for sustained and independent study in the final year of social science programmes. It intends to develop knowledge of, and critical insight into, a topic of the student's choice within the subject area under study. Students are enabled to undertake first-hand enquiry and encouraged to develop an analytical and reflective approach to the subject identified for study. The module aims to encourage the articulation of a critically informed perspective on the subject being studied. It also intends to enable the production of a coherent document of rigorous academic standards.

The content of the module will examine:

 Organisational dynamics and culture and how these affect the use of counselling skills.

• Counselling needs within organisations and how these are addressed.
• The use of embedded counselling skills.
• Difference between the use of counselling skills and being a professional counsellor within a workplace setting.
• External factors, such as legal and political influences, which affect the use of counselling skills.
• Diverse counselling workplace settings, including health, education, third sector and private practice.
• Consideration of ethical issues and professional standards in relation to workplace settings (with specific reference to the BACP ethical framework for the counselling professions (2018))
• Diversity and equality issues
• Critical reflective practice, with the ‘use of self’ in a workplace context.

• To gain a clear understanding of the difference between being a professional counsellor and using embedded counselling skills in the workplace.
• To look at the wider use of counselling skills across a range of workplace settings. 
• To evaluate the impact of external influences on the use of counselling skills in the workplace, for example social, political and legal.
• To evaluate the impact of internal influences on the use of counselling skills in the workplace, such as organisational cultures.
• To consider ethical factors in a workplace context, with reference to the BACP ethical framework for the counselling professions (2018), as well as other literature on ethics and /or standards.
• To reflect on own use of counselling skills in the workplace and consider future career choices.

It is important to have a critical understanding and theoretical background in the wider social, political and cultural issues which both challenge and inform the helping relationship.  This increased understanding will enable students to consider the implications for the helping relationship,  leading to a greater awareness of the issues which inform and shape both the helper and the helpee.  The module will cover:

• Theories underpinning multiculturalism
• Contemporary social, political and cultural issues
• Concepts such as social justice, equality, fairness, discrimination and diversity
• The links with the helping relationship
• Case studies evidencing the issues raised by multiculturalism
• Analysis of sources guiding the helping relationship in the context of multiculturalism
• Critical evaluation and reflection on the issues raised

The aims of this module are to facilitate students to

• Evaluate the role of multiculturalism
• Critically understand the social, political and cultural environment
• Critically analyse the theoretical concepts relating to multiculturalism and diversity
• Analyse the relevance of the context to the helping relationship
• Enable critical evaluation and reflection 

Development of effective learning, including academic writing and statistical reporting; Understanding essay or research questions and applying problem-solving skills to answer them; Literature searching, citing and referencing using the APA publication format; Experiencing research as participant and researcher; Ethics; Scientific method and report writing; Statistics and concepts relevant to research design and analysis, including, for example: qualitative and quantitative methods, reliability and validity, observation, content analysis, surveys, correlation, experiments, scales of measurement, data distributions, tests of assumptions, descriptive and inferential statistics, statistical software packages; Team-working skills; Presentation skills

1. To develop students’ study skills

2. To introduce students to the logic and practice of scientific thought, ethics, and psychological research methods

3. To introduce students to a range of investigative and analytical techniques

The lectures will cover the major topic areas in Psychology: The historical foundations of Psychology, Psychobiology, Cognitive Psychology; Social Psychology; Developmental Psychology; Individual Differences; Health Psychology and Positive Psychology. The major different theoretical approaches and perspectives within each topic area will be explored.   The research and perspectives of well-known theorists, past and present, will be compared. Through the teaching of these exciting and essential topics, the seminars will focus on building a range of core and transferable skills which will aid students personal and career development.

To introduce the major areas of psychological research and debate.

To introduce the philosophical underpinnings and historical development of modern psychology.

To demonstrate the role of empirical enquiry in contemporary academic psychology.

To introduce students to a range of psychological literature including journal articles.

To introduce students to a range of core and transferable skills.

Part A:      

Preparation for Experiential Overseas Learning will take place at the university of Chester during level 5 and will include:  

• The multiple facets of Global citizenship
• Ethical engagement and practice
• Cross-cultural issues and sensitivity
• Intercultural communication

Theories, models and strategies of learning

• Theories and models Intercultural competence
• Theories and models of Integration and Multiculturalism

• Critical thinking skills and models of Reflection
• Experiential learning models
• Self-directed experiential learning

Personal and placement-related skills

• Enhanced independence
• Improved command of multicultural behaviour
• Increased knowledge and confidence in their individual facets of personal identity
• Effective time management and organisational skills
• Project management – working away from University and independent study
• Self-management and personal development
• Team building and team work

Part B:            Overseas

Students will engage in experiential learning activities overseas for at least 150 hours 

The purpose of this module is to enhance students’ prospects of completing an overseas placement to the best of their ability consequently it aims to:

• To equip participants with appropriate knowledge and skills to study or work in a different cultural, linguistic and/or social environment; enhancing ethical, cultural and intercultural awareness.
• To enhance students understanding of the ethical issues related to living and working abroad.
• To increase students Global Citizenship skills
• To provide an opportunity for students to reflect critically on their experience of living and learning within an unfamiliar culture, to their 'home' culture or ethnic group.

To challenge students to learn about themselves as global citizens in terms of life skills, career choices and academic development outside the classroom.

Preparation for the year abroad will take place in Chester during level 5 and will include:

• Cross-cultural issues and sensitivity
• Host-country orientation, study methods– economic, political and social reality of the country
• Orientation specific to exchange – health, education, gender issues
• The United Nations Sustainable Development Goals
• Practical matters relating to living and studying in the wider world

Theories, models and strategies of learning

• Critical thinking skills, experiential learning       and models of reflection

Personal and placement-related transversal skills

• Effective self-motivation and independent resourcefulness
• Effective time management and organisational skills
• Project management – working away from University and independent study
• Self-management and personal development

Whilst abroad:

Students will undertake study at one of UoC’s partner universities; it is expected that students will choose a series of modules at the university abroad, which equal a full-time study load. This must be agreed by the host institution and the International Tutor. Students must supply details of their courses/modules on a learning agreement within 4 weeks of arrival at the host university, note students who fail to supply this within 4 weeks may have the opportunity withdrawn.

1. To experience academic life in country outside of the EU, enhancing cultural and intercultural awareness and increasing transversal skills.
2. To reflect on the impact of the experience in their destination on one’s own personal, academic and professional development.
3. To engage with the experience of study at a partner university to gain extensive first-hand knowledge and understanding of the relevant society from the perspective of the resident.
4. To further develop independent learning techniques.
5. To foster critical evaluation.

• The multiple facets of global citizenship
• Ethical engagement and practice
• The United Nations Sustainable Development Goals
• Cross-cultural issues and sensitivity
• Intercultural communication
• Culture shock
• Cultural adjustment
• Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess-with a strong focus on understanding the intercultural competencies (ICC) needed to live and work abroad.
• Critical analysis/evaluation of individual requirements in relation to culture/cultural adjustment/culture shock/visas/medical.
• Critical analysis/evaluation of skills already acquired in relation to key skills related to ICC.
• Devising strategies to improve one’s own prospects of working abroad in the future.
• Devising an action plan to address gaps in transferable skills based on organisational analysis and sector opportunities.

This module promotes a reflective and critical approach to interculturality and aims to enhance students’ prospects of gaining overseas graduate employment, which will enable them to:

1. Examine and evaluate a chosen aspect of the society of a target country
2. Enhance cultural and intercultural awareness and further develop related skills.
3. Articulate clearly their career plans and take steps to prepare for their first paid overseas graduate role,
4. Take responsibility for their own learning and acquisition of identified employability skills,
5. Articulate, orally and in writing, their findings and their employability skills.

This module focuses on the investigation of crime, offender profiling and the use of forensic psychology on the criminal justice system. Indicative topic areas include: the process of criminal investigation; interviewing witnesses; the psychology of evidence (including eyewitness testimony); offender profiling – theoretical and practical approaches to this method and the controversy that surrounds it; geographical profiling; the principles of investigative psychology; the legal system; trial; juries and issues surrounding their effectiveness; mental health and crime; sentencing; the prison system;  rehabilitation and recidivism

• To develop understanding of psychological theories and research relating to the criminal investigation, the criminal justice system and crime
• To introduce some of the main methods of investigation used in forensic psychology
• To introduce current theories and research regarding the issue of offender profiling and detection
• To encourage discussion of current modes of rehabilitation for offenders in forensic settings
• Promote skills in retrieval and organisation of information.

This module will cover how psychology graduates use their psychological knowledge in a range of professions. Taught sessions will intend to focus on providing students with the theoretical knowledge about the use of psychology in the workplace, and will cover topics such as professional interactions, relationship management, effective communication, and ethical practice. These sessions will aim to provide students with the opportunity to develop skills in accessing and evaluating psychological research and theory, applying this knowledge to a professional setting, and using problem-solving processes. Guided workshops aim to provide students with practical sessions to apply and discuss theoretical knowledge to key workplace issues. Students will be encouraged to participate in individual and group work within these sessions, and engage in discussions about theories and the application of relevant theories. Talks will be held which may involve guest speakers. These sessions aim to provide students with the opportunity to see how psychology is used in everyday practice, and the use of psychology in to resolve problems. Students will be expected to use these events as opportunities to reflect on, and apply relevant theories and research.

1. To understand and develop an appreciation for the applications of psychological theory and research in a range of professional settings.

2. To explore the use of psychological theory and research in problem-solving techniques to resolve professional issues

1. Introduction, overview, and historical context.
2. Theoretical underpinnings of some important counselling, therapy, and coaching approaches.
3. The current empirical evidence of efficacy and effectiveness of a range of oft-used approaches.
4. Values and ethics in applied psychological practice.

1. To review historical and modern empirically backed techniques for psychological intervention including psychotherapeutic, counselling and coaching approaches.
2. To examine the links between epistemological assumptions, theoretical developments in basic psychology, and ultimately applied psychological practice.
3. Students will be encouraged to assess critically the current evidence base for at least one dominant psychotherapeutic or coaching model.
4. Students will gain some experience in observing coaching and counselling sessions.

The content of this module will examine a broad range of key theories and empirical research in the Psychology of Parenting.  This module will allow students to explore current theory and practice and how this impacts on children and family life.

This module examines the theoretical and empirical basis of attempts to understand parenting. The module draws upon broad psychological ideas and specialist research.

This module is intended to enable students to develop an understanding of three key research methodologies with allied statistical / qualitative analysis techniques. Methodologies are (1) experimental design, (2) survey design and (3) the design of studies that yield qualitative data. A range of quantitative analysis techniques (e.g., one-way and k-way ANOVA, with subsidiary a priori and post hoc comparisons, simple and multiple regression, factor analysis and reliability analysis (e.g. Cronbach’s alpha)), and qualitative analysis techniques (e.g., thematic analysis, grounded theory, discourse analysis, IPA and narrative analysis) will be covered. Students will be introduced to relevant methodological ideas and theories, as well as receive training in practical skills (e.g. the use of Jamovi for analysis). Ethical issues relevant to the methods addressed in the module will be covered.

The aims of this module are as follows: 

1. To enable students to develop an understanding of key methodologies used in empirical studies in psychology
2. To enable students to analyse data using appropriate software and / or analysis techniques
3. To enable students to develop their data reporting skills

1. Historical approaches to the study of attention, filter models and feature detection models.
2. Historical approaches to the study of perception, ecological and constructivist approaches to visual perception and computational models of visual perception, the neuropsychology of vision.
3. Historical approaches to the study of memory, working memory, levels of processing theory, encoding specificity, memory retrieval, schema theory, semantic and episodic memory, everyday memory, computational models of learning and memory, the neuropsychology of memory.
4. Types of knowledge required for language understanding, theories of lexical processing, syntax, semantic knowledge, text comprehension, models of speech production, computational models of language, models of reading and dyslexia.
5. The use of transformational problems, the use of analogy in human problem-solving, expert-novice differences, computational models of problem-solving.
6. Intelligence (e.g. traditional/hereditarian, behavioural and multiple intelligences.
7. General issues in cognitive psychology: for example, cognitive architectures, computational modelling, cognitive neuropsychology, the relationship between cognition and emotion, consciousness.
8. Throughout the module methodological design and analysis will be covered.

1. To describe the information processing approach to the study of human mental activity.
2. To develop an understanding of current controversies in cognitive psychology.
3. To explain the different methodologies used to investigate human mental activity.
4. To explain the relationship between cognition and intelligence.
5. To explain the relationship between cognition and other aspects of human behaviour.

Content includes definition, discussion and evaluation of social psychology and personality, two key areas in the BPS core curriculum.  Examples of typical content covered include the description, history and comparison of various methodologies and tests; issues involved in accuracy of assessment, with a focus on psychometrics; the description and evaluation of different theoretical approaches (historical and contemporary) to the understanding and explanation of personality (e.g. psychodynamic, trait, phenomenological, behaviourist, cognitive social, neo-Darwinist); specific coverage of key areas of social psychology, such as the self and social identity, social constructionism, attitudes, attribution, social cognition, culture, close relationships and building on group processes and intergroup relations  introduced previously, looking at pro-social behaviour, anti-social behaviour and prejudice, aggression); understanding aspects of development and variation in social psychology and personality (e.g. nature/nurture, temporal stability and situational consistency, cross-cultural  research, emotion/motivation)and the applications and implications of these areas – e.g. for mental and physical health, forensic situations,
etc

1. To critically explore social psychology and personality, in terms of definitions, methodology, historical and contemporary theories, issues and applications.
2. To develop an understanding of the interaction of personal and social influences on behaviour.

1. Introduction to the psychological theories and empirical research underpinning parenting and education.
2. Family and student diversity. To consider a range of familial and student factors that impact on the family and school experience (e.g., additional needs, differences in ability, socio-economic status, race and ethnicity, gender).
3. Applications of psychological theories and research in the experience of personal, social, emotional and health issues related to parenting and education. These topics are illustrative only; actual topics will depend upon staff interests and availability.
4. Ethical issues related to psychology in parenting and education.

1. To introduce psychological theories and research methodologies which inform parenting and educational practice.
2. To examine research evidence offered in explanation of approaches to parenting and the learning experience.
3. To examine the impact of diversity upon parenting styles and the school experience.
4. To examine ways in which the psychology of parenting and education has informed personal, social, emotional and health issues.
5. To introduce a range of approaches to parenting, teaching styles and learning.
6. To begin to develop a broad understanding of ethical issues in the psychology of parenting and psychology of education.

This module concerns the application of psychology in the context of citizenship, communities, and social action. Key ideas and concepts are introduced which underpin community psychology, exploring the nature of communities, the issues faced by communities, the community construct, as well as characteristics of communities and individual citizens of those communities. As part of this, the module then explores social action &/ change.  Illustrative module content includes:

Culture, Power and Institutions

The Psychology of Fake News and Political Decision Making

Culture and Unusual Beliefs

Disability

Religion

Community and Meta Science

Challenging Individualism

It will foster a critical evaluation of psychological theories and research to connect ideas of equality, identity, and citizenship to real-world psychological practice in diverse contexts

To explore how psychology frames social categorisation and how this shapes society both locally and globally.

To examine how psychological theory and research applies to human self-identity, social identity, and community.

Pre-placement:

• Structured approaches to researching, selecting and securing a suitable work placement relevant to the student’s interests and career aspirations*.
• Writing an effective CV. Constructing a letter of application.*
• Interview skills.*

 *Note: Students are required to undertake these pre-placement tasks during term 1 level 5, as part of the placement acquisition process and will be supported by the Work Based Learning team and the Careers and Employability department.

 Induction Programme and Placement:

• The organisational context: research-informed analysis of the placement organisation’s aims, structure, culture.
• Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; positive attitude, resilience, building rapport).
• Devising a strategy for integrating into the workplace and work based teams
• Completion of online assignment tasks covering sourcing and obtaining placement; health and safety procedures in general; general workplace integrity; placement requirements. 

During and post-placement: Learning effectively in and from the workplace:- 

• Devising and implementing strategies to improve own approach and performance
• Critical analysis/evaluation of approach to skill development and performance in the workplace;
• Influencing the Placement Provider’s appraisal;
• Devising an action plan to develop gaps in transferable skills based on the placement experiences;

This module aims to enhance students’ prospects of gaining graduate level employment through engagement with a University approved work placement**, which will enable them to:

• Develop their understanding of workplace practice and lifelong learning;
• Enhance their work readiness and employability prospects through development of transferable skills;
• Take responsibility for their own learning and acquisition of workplace employability skills;
• Articulate, in writing, their employability skills.

• The organisational context: research-informed analysis of the sector’s role, development opportunities or career paths.
• Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; developing a positive work attitude, resilience, building rapport with co-workers).
• Devising strategies to improve one’s own career.
• Critical analysis/evaluation of skills already acquired.
• Devising an action plan to address gaps in transferable skills based on organisational analysis and sector opportunities.

This module aims to enhance students’ prospects of gaining graduate level employment, which will enable them to:-

• Enhance their work readiness and employability prospects through identifying relevant transferable skills for their chosen career path,
• Clearly articulate their career plans and take steps to prepare for their first graduate role,
• Take responsibility for their own learning and acquisition of workplace employability skills,
• Articulate, in writing, their employability skills.

Literature searches, planning and discussions with tutor

Preparing an application for ethics approval

Preparing and delivering a short presentation

Supervised empirical research: gathering data and undertaking appropriate analysis

Preparing for and undergoing a short oral exam

Preparing the final report 

• To give experience of independent supervised research
• To consolidate and extend expertise in research methods

This will involve generic issues, and specific expertise in relation to the selected research topic and the particular methodology adopted.

The content of this module will examine a broad range of key theories and empirical research in Developmental Psychology.   This module will allow students to explore current theory and practice in Developmental Psychology from childhood through the life-span. 

The module aims to promote students understanding and analysis of human development by examining various perspectives and theories used to explain human development across the life-cycle.

As defined by Rothman and Cooper (2007, p.ix.), "Organizational and Work psychology is an academic subject and a profession which focuses on human behaviour related to organizations, work and productivity".  In short, it applies principles and theories of psychology to the place of work.  Organizational and Work psychology (often referred to as 'organizational behaviour' and to 'human resource management' or 'industrial psychology', respectively) are, also, growing areas of applied psychology, and this module provides students with a broad introduction to the key theories and approaches in several key areas in this field. The following topics provide an indication of likely content: job analysis, recruitment and selection; employee motivation and development; ergonomics, occupational stress, leadership and teams; organisational culture. Emphasis is given to academic research findings, discussion of recent trends, and practical application issues, as well as to critical evaluation of key theories, models and approaches.

To provide students with a broad appreciation of several key topics in organisational and work psychology, to enable them to evaluate theories and modules for application in work and organisational contexts. The module will be of interest both to students with a general desire to learn more about applying psychology in business, management and HRM-related situations, and to those who may wish to pursue a specialised postgraduate course in this area.  

1. Research methods and ethics in clinical psychology.
2. Models of and approaches towards mental health issues, e.g., diagnosis and formulation.
3. A range of psychological disorders, e.g., mood disorders and psychosis.
4. Treatment approaches and interventions for psychological disorders.
5. Psychological perspectives on mental health issues, e.g., developmental, social, biological, and cognitive.
6. Special topics related to understanding and treating mental health issues, e.g., self-harm, stigma, prevention.

1. To review major research methods used in understanding and testing interventions for mental health issues.
2. To review current conceptualisations of psychological disorders.
3. To review evidence-based treatments and interventions for mental health issues.
4. To review individual and societal circumstances surrounding mental health issues.

This is a multi-disciplinary approach covering different (e.g. clinical, educational and social) models of specific neurodevelopmental disorders as well as touching on the effects of neurological and sensory impairments. Particular emphasis will be placed on the way such disorders can be conceptualised, issues of specificity and comorbidity, and the effects of having such a disorder or being labelled with one. The module will cover some of the problems of identification, with an interrogation of the efficacy of DSM and ICD classifications, as well as aetiological, assessment and intervention issues. Students will have the opportunity to study psychological approaches to a range of neurodevelopmental disorders (these may include, but not be limited to, dyslexia, developmental coordination disorder, attention deficit/hyperactivity disorder, autism spectrum disorder, tic disorders).

Aims:

1. To help students develop an understanding of differing approaches to, and mental models of neurodevelopmental conditions. 

2. To consider the aetiology, identification, consequences and life-course of neurodevelopmental and specific learning disorders and to be able to communicate issues around these topics to different audiences.

3. To familiarise students with the ways in which various psychological models have informed intervention techniques.

Historical and current theories and approaches in health psychology.

The role of health psychology and health psychologists in health care.

Psychological factors in the aetiology of disease, including the contribution of stress, personality and behavioural risk factors.

Psychological factors in the prevention and management of physical health problems, with a particular emphasis on the area of behavioural change interventions at both an individual and community levels.

The psychological experience of physical illness, with particular reference to the psychological consequences, and management, of chronic illness for the patient and their family.

The interaction between the patient and the healthcare system, for example, delayed presentation with symptoms, and communication between health care professionals and patients.

The application of psychological interventions for those affected by illness.

Health psychology perspectives on important ethical issues in health care.

To develop critical knowledge and understanding of the role of psychological factors in the aetiology, progression and management of disease.

To explore motivations for engaging in behaviours beneficial and harmful to health.

To explore the role of health psychology and health psychologists in effectively enabling behaviour change.

To develop a realistic understanding of the work of a health psychologist and related professions.

Animal psychology and behaviour: examples illustrating causal, developmental, functional and evolutionary perspectives; Social structure and behaviour, including mating systems, reproductive strategies, parental care, play and conflict; Cognitive abilities, including language, self-awareness and theory of mind; Methodology in comparative psychology including critical issues such as anthropomorphism and ethics; Theoretical approaches to understanding animal behaviour, including the role and relative influence of genes, learning and cognitive processes in comparative psychology, optimality theories associated with parental care, foraging and predation risk; Topical focus on research.

1. To provide students with an overview of animal psychology for those interested in the field.

1. To provide students with a solid understanding of brain structure and function, neural communication and sensory systems.
2. To provide students with a critical awareness of key subject areas within biological psychology that are relevant to the most current understanding of behaviour.