This module introduces the main psychological theories about personality and individual differences, and addresses human motivation, disposition, aptitude, intelligence, self-concept, behaviour, and social interaction.

The methodologies that psychologists employ to research, develop, and apply these approaches to understanding individual difference will be considered, along with related debates, controversies, and emerging areas of interest. In addition, this module will explore the contribution of the personalities and perspectives of key theorists to their theories.

Theories will be evaluated across several dimensions including their position on human agency, their level of refutability, their nomothetic or ideographic emphasis, and their heuristic and applied value.

Students will research, study, and interrogate the work of key personality theorists, tracing the evolution, rigour, and legacy of their models, and will share this learning in co-constructed classroom experiences.

1. Describe a variety of psychological approaches to explaining and understanding personality and individual differences.

2. Explain the main ideas underpinning key psychological approaches to individual differences.

3. Examine evidence from psychological research in the field of personality and individual differences.

4. Critically compare and evaluate personality theorists and theories.

5. Appraise the relevance of a range of psychological models of personality and individual difference.

Development is life long and not confined to any particular age or life phase. In this Adult Developmental Psychology module, students will explore adult development from mid-life to old age. Students will become familiar with key Psychological theories of adult development and ageing. Students will explore the manner in which adult development is researched and the challenges of conducting this research in Psychology. This Adult Developmental Psychology module will introduce students to how a range of factors, including individual differences, social roles and social support can impact the experience of ageing. A key theme underpinning this Adult Developmental Psychology module is that adult development is multi-dimensional and is conditioned by a range of interrelated factors.

1. Demonstrate a critical understanding of a range of factors, methods, research findings and the application of a range of Adult Developmental Psychological theories.

2. Critically discuss how individual differences in Adult Developmental Psychology, including social roles and social support, impact the experience of ageing.

3. Discuss the relationship between theory and evidence in Adult Developmental Psychology and its meaningfulness in explaining human behaviours.

4. Demonstrate competence in exploring key contemporary debates in Adult Developmental Psychology and the applied relevance of this research evidence.

5. Generate original qualitative data which is ethically sourced and demonstrate evidence of qualitative data analysis using NVivo software.

This Research Methods for Psychology II module will build on the research knowledge and skills developed in the previous Research Methods for Psychology modules. Students will explore research methods with a particular focus on the practical experience of the ethical administration of experiments. Students will subsequently learn how to analyse this experimental data using SPSS, with particular emphasis on t-tests and ANOVA (and non-parametric alternatives).

1. Discuss and evaluate conceptual and ethical considerations in experimental research methods and design in Psychology.

2. Generate original experimental quantitative data which is ethically sourced.

3. Demonstrate evidence of competency in conducting experimental quantitative data analysis using SPSS software.

4. Demonstrate evidence of competency in interpreting and reporting experimental quantitative data analysis using SPSS software.

In this module students will explore the concepts underpinning genre conventions and artistic forms. The course will explore the relationship between the spoken and written word and will focus on Irish Poetry from its folk and oral roots beginning with file forms and moving through to contemporary Irish expression. Students will work with poetic forms, including the works of poets such as Anthony Raftery, Cathal Bui Mac Giolla Ghunna, Thomas Moore, Thomas Kinsella, Rita Ann Higgins, Paula Meehan.

Students will also examine selected short stories, beginning with the folk and oral roots of the form and the seanchai tradition, looking at early sagas, both Irish and other, and will then go on to explore technique, production, and themes through a range of 19th/20th century authors such as Edgar Allen Poe, Gogol, Anton Chekhov, Charlotte Perkins, Alice Walker, William Trevor.

Through both short forms, students will be introduced to a variety of theoretical perspectives such as aesthetics, modernism, gender, race, post-colonialism, identifications.

1. Identify and understand the complexities of both the poetic form and the short story form

2. Demonstrate anunderstanding of the construction of the poetic voice and the oral tradition in both forms.

3. Have an awareness of the structure, forms and functions of both genres.

4. Articulate and demonstrate an understanding of the embodied word.

5. Communicate a clear understanding of the course content through assessment and project work.

The Literary Theory and Criticism module introduces a range of texts and concepts associated with literature and drama, providing theoretical and philosophical perspectives to be applied in the analysis and discussion of texts in the English Studies programme, allowing for a deeper critical and theoretical understanding of the content and form of those texts. The module is taught through a course of lectures and seminars/workshops which address research resources, textual criticism, writing, research and analysis in English and Drama.

1. Understand the breadth of literary theory and critical approaches to English and Drama.

2. Show critical engagement with texts and literary theory.

3. Articulate key issues in literary theory and literature, prose, poetry and drama.

4. Demonstrate critical and creative analytical thinking and interpretive skills.

This module aims to give students an insight into a range of children's literature. The importance of reading and the role of children's literature in the affective, imaginative, cognitive and linguistic development of children is explored. Students will be introduced to a critical assessment of children's literature, both text and illustration, from folk and fairy tales through to contemporary children's books.

1. Distinguish the different forms of children’s literature, from nursery rhymes and fairy tales to contemporary children’s books

2. Critically analyse a range of children’s literature, looking at both text and illustrations

3. Examine the contribution of storytelling and children’s literature to the various aspects of children’s development

4. Identify form, genre and recurrent themes in texts for children

In this module Learners will be introduced to the genre of Process Drama. Through a drama-in-education lens, they will study Process Drama's key concepts, principles and practices.

1. Identify key thinkers,practitionersand practicesin drama-in-education and mapitsevolution

2. Demonstratea practical understandingofthe principles for planning a process dramaforthelearning environment

3. Demonstrate, through practice, thedrama strategy ofTeacher-in-Role

4. Evaluate the roles of teacher and studentas co-creators ofdrama

This module examines ways in which psychological theories of personality and mental health are applied to understanding and helping people. Material covered will include the evolution of psychological therapy as a treatment approach, an overview of the main theories and practices of counselling psychology, within the Psychodynamic, Cognitive-Behavioural, and Humanistic-Existential schools, and an introduction to contemporary approaches e.g. Mindfulness Based Cognitive Therapy, Multicultural Counselling. Consideration will be given to relevant ethical aspects, particularly in relation to communicating about psychology and mental health.

1. Identify and describe the core assumptions of some of the key theorists from the major schools of therapy.

2. Discriminate critically between approaches to therapy by analysing their premises, goals, therapeutic interventions, and evidence base.

3. Explain the application of psychological therapy to some mental health issues.

4. Utilise appropriate ethical principles when communicating about psychological therapy.

Social Psychology is concerned with the scientific study of human social behaviour, experience and thought. This Social Psychology module explores Social Psychology theories and approaches to address complex issues about the individual and the social world. Social Psychology examines how we act and interact in a social world. In scientifically studying human social behaviour, this Social Psychology module will consider how we influence other people and how they, in turn, influence us. Students will become familiar with key theories of Social Psychology. This Social Psychology module will introduce students to how a range of factors, including individual differences, can impact the experience and perception of the social world.

1. Demonstrate a critical understanding of a range of factors, methods, research findings and an application of a range of Social Psychologytheories.

2. Discuss the relationship between theory and evidence in Social Psychology and its meaningfulness in explaining human behaviours.

3. Demonstrate competence in exploring key contemporary debates in Social Psychology and the applied relevance of this research evidence.

4. Develop critical thinking skills in Psychology and demonstrate Psychological literacy.

This module is about the relationship between human behaviour and the biological processes which underpin it. From historical understanding to the insights provided by the latest technology, the module unpicks the complex and fascinating connectivity between brain and behaviour. The learner will be introduced to our understanding of how our biology both shapes our behaviour but also changes as a consequence of our actions. The impact of drugs and other substances on our functioning will be examined in this module. With an emphasis on psychopathology, we will explore how different psychological ailments have been understood and treated. These will be examined from a neurological, psychological and social viewpoint. Finally, we will draw together the different perspectives to give the learner a holistic understanding of the many factors which contribute to making us human.

1. Recognise how the modern perspective and paradigms on abnormal behaviour have evolved.

2. Describe the anatomy of the nervous system and its correlations to behaviour.

3. Discuss the role of both medicine and psychological treatments for various conditions.

4. Understand the influence of genetics on behaviour and psychopathology.

5. Demonstrate knowledge of the endocrine system and its role in the regulation of physiology and behaviour.

In this module students are asked to consider the cultural, historical, and political contexts of performance and performance spaces and deepen their knowledge of theatrical form and intertextuality, while moving between Contemporary Irish theatre and the Classical 5th Century Greek Theatre texts that they are based on/inspired by. Students will examine a variety of theoretical perspectives to deepen their understanding of the texts, their performance and reception.

1. Understand the significance of textual and performance contexts

2. Explore and critically analyse recurring themes and intertextuality

3. Analyse the influences of larger historical, cultural and social movements on theatricalform, performance and representation

4. Present well-informed research in group and individual presentations

5. Identify and engage with relevant scholarly and journalistic sources when analysing the chosen plays

This module aims to give students an insight into the role literature can play in young people's sense of self and their awareness of the diversity and complexity of their worlds. Students will be introduced to a variety of texts, both classical and contemporary, in order to develop their critical faculties in reading and analysis of literature for young people.

1. 1. Identify form and genre in a range of texts written for young people

2. 2. Explore themes and characters in a variety of young people’s literature

3. 3. Examine literary devices commonly used in young people’s literature

4. 4. Interrogate how texts might speak to young people’s concerns, hopes and fears

In this module students will acquire a deepened awareness of the cognitive process underpinning behaviour. Much of what we know about the world comes as information through our senses. These perceptions are combined with our previous experiences and inform our decisions and behaviour. Cognitive psychology is concerned with how these processes occur. Students will study topics related to cognitive psychology, additionally fields such as neuroscience, and neuropsychology will be examined to gain an overall understanding of the area of cognitive psychology. Aspects such as historical and contemporary developments, sensation and perception, memory, language, thinking and reasoning.

1. Explorehistorical and contemporary developments in cognitive psychology

2. Explain Sensation and Perception

3. Compare the different types of Memory Systems

4. Evaluate theories ofLanguage

5. Appraise theories of Thinking and Reasoning

This Research Methods for Psychology III module will build on the research knowledge and skills developed in the previous Research Methods for Psychology modules. Students will explore research methods with a particular focus on the practical experience of the ethical administration of surveys. Students will subsequently learn how to analyse this survey data using SPSS, with particular emphasis on correlation and regression. In addition, this Research Methods for Psychology III module will promote advanced levels of critical analysis of research design in qualitative, quantitative and mixed methods research in Psychology.

1. Demonstrate a critical understanding of the key theoretical assumptions which underpin research design in qualitative, quantitative and mixed methods research in Psychology.

2. Generate original survey quantitative data which is ethically sourced.

3. Demonstrate evidence of competency in conducting survey quantitative data analysis using SPSS software.

4. Demonstrate evidence of competency in interpreting and reporting survey quantitative data analysis using SPSS software.

5. Critically evaluate and discuss key issues as they relate to research design in qualitative, quantitative and mixed methods research in Psychology.

This Research Methods for Psychology III module will build on the research knowledge and skills developed in the previous Research Methods for Psychology modules. Students will explore research methods with a particular focus on the practical experience of the ethical administration of surveys. Students will subsequently learn how to analyse this survey data using SPSS, with particular emphasis on correlation and regression. In addition, this Research Methods for Psychology III module will promote advanced levels of critical analysis of research design in qualitative, quantitative and mixed methods research in Psychology.

1. Demonstrate a critical understanding of the key theoretical assumptions which underpin research design in qualitative, quantitative and mixed methods research in Psychology.

2. Generate original survey quantitative data which is ethically sourced.

3. Demonstrate evidence of competency in conducting survey quantitative data analysis using SPSS software.

4. Demonstrate evidence of competency in interpreting and reporting survey quantitative data analysis using SPSS software.

5. Critically evaluate and discuss key issues as they relate to research design in qualitative, quantitative and mixed methods research in Psychology.

Research Methods for English and Drama/Applied Theatre Studies allows students to hone their critical and written skills applied to theoretical and primary sources to prepare for writing their dissertation in the following semester in English or Drama/Applied Theatre Studies. The module is delivered through a course of lectures and seminars/workshops on research techniques, textual criticism, and academic writing and argumentation in English and Drama/Applied Drama and Theatre scholarship.

1. Develop practical training in writing research proposals
2. Showcritical engagement with research writing processes
3. Articulate key issues in literary and drama/applied theatre research methods and practice
4. Demonstrate critical and creative analytical thinking, knowledge of research methodologies and interpretive skills

This module introduces students to contemporary Irish writing through a consideration of the Irish short story and novel written in the new millennium. Short stories and novels will be considered in their cultural contexts and within the framework of genre. Learners will interrogate how form and narrative strategies respond to cultural and aesthetic pressures such as globalisation and postmodernism. Learners will read contemporary books journalism and cultural criticism and engage in these practices through essay and review writing.

1. Identify recurring themes and concerns in contemporary Irish writing

2. Analyse the influence of larger historical, social and cultural movements on fiction form and language

3. Create original literary analysis of contemporary Irish writing, incorporating and citing relevant scholarship according to academic conventions

4. Identify relevant scholarly and journalistic sources in analysing new Irish writing

5. Organise and persuasively present research to others in formal presentation

6. Engage in original critical assessment of new writing, applying conventions of books journalism

In this module, students will be introduced to the genre of theatre for children and young people, through live theatre performances and meeting theatre artists.

1. Analysecritical conversationsin TYA

2. Discuss theatrical work produced for young audiences in Ireland 

3. Engagein,interpret,and analysetheir experiences oflive theatre for young audiences

4. Express through a variety of media their experiences of a TYA performance

This module focuses on Positive Psychology and its contribution to health & wellbeing. It addresses areas such as: our relationship with ourselves, with other people, with animals & with technology. From birth to death we are engaged in complex relationships, the nature of which Psychology has long strived to understand. The range and quality of our connections will be investigated, and the data derived from the scientific discipline of Positive Psychology will be presented.

1. Examinethe contribution of the Positive Psychology movement to our understanding of wellbeing.

2. Evaluate research on the benefits on connectedness.

3. Appraise our relationships to animals.

4. Investigatesome of the ways in which technology changes the way we connect, learn and live.

In the final year, students will develop their expertise in research such as writing and presenting academic papers and organising conferences. The students will take part in the English and Drama seminars weekly and across a number of structured and evolving themes. Over the semester the students will engage with the teaching team from English and Drama, along with other experts in the literary and cultural fields, to present their research. The module will cover a variety of literary, drama and applied forms, genres and periods, including fiction/poetry, film and drama. The students will also select from a series of authors within the modernist/post-modernist period as a special case study.

1. Critically close read and review self-selected and thematic works for the module.
2. Demonstrate critical and contextual relationships of texts/readings/performance works to one another.
3. Evidence of critical approach/concepts and argumentation for self-selected case study.
4. Demonstrate in-depth knowledge of self-selected case study for public exhibition at ATU Literary and Drama Symposium.

As part of the discipline expectations of Psychology at undergraduate level, students must carry out and pass an independent extended empirical research project in Psychology. It is expected that students will build upon previous learning, with the expectation that students will have a fundamental theoretical knowledge of the Psychology research process and ethics, as well as being skilled at critically evaluating their chosen Psychology theories (from different areas of Psychology) and appropriate published historical to contemporary research. By selecting different Psychology theories the students should be able to demonstrate a breadth and depth of Psychological knowledge and understanding, while applying their critical evaluation skills throughout. The Psychology Research Project will enable students to move from a theoretical knowledge of research methods, towards a more informed level of skill and application. Students will demonstrate skills in project planning and time management, problem solving and project management by making decisions about how to formulate appropriate research aims, research hypotheses (quantitative) or research questions (qualitative), design and carry out the planned Psychology Research Project appropriately and ethically, analyse the data using SPSS (quantitative) or NVivo (qualitative), interpret the results/findings and critically evaluate the study as a whole, all within a restricted time period. Students will be required to communicate their work in the traditional Psychology Research Project format, but also to give a presentation and defence of their Psychology Research Project so as to provide them with an insight into public speaking.

Pre-Requisite

Students must complete and submit the formative Psychology Research Project Proposal assessment from the Research Methods for Psychology III module by the date and time specified to enrol on the Psychology Research Project module, and to be allocated a Supervisor for their Psychology Research Project module. Any student who fails to complete and submit the formative Psychology Research Project Proposal assessment may be delayed in gaining allocation to a Supervisor, and any Supervision time missed will not be provided at another stage – students will not be provided with any additional Supervision. It is the responsibility of the student to ensure they meet the pre-requisite requirements of the Psychology Research Project module as stipulated above.

1. Identify an original and appropriate area of research in Psychology and formulate an appropriate set of research hypotheses/research questions.

2. Demonstrate the skills necessary to conduct an appropriate wide literature search in this area of Psychology, discussing, analysing and critically evaluating relevant Psychology-based historical to contemporary research evidence.

3. Demonstrate a critical understanding and application of a range of appropriate and varied Psychology theories with sufficient breadth and depth of this Psychological theoretical knowledge.

4. Identify and justify the design and methods of data collection for the research area in Psychology while generating original quantitative/qualitative data which is ethically sourced.

5. Correctly report and interpret the data analysis (using SPSS/NVivo) of the research results/findings.

6. Critically discuss, evaluate and apply the range of appropriate and varied Psychology theories and Psychology research evidence based on the Psychology Research Project design and results/findings.

7. Produce, present and defend a Psychology Research Project that adheres to best practice conventions and scholarly expectations.

The research module provides students with an opportunity to select a research topic relating to an aspect of literary study (including Drama/Performance), which they will explore in detail through guided study. Each student will be allocated a supervisor who will support them in all aspects of their project and will follow a designated research process, appropriate to their study. The module will culminate in the production of an extended piece of critical/applied or practice as a research project of a length and quality appropriate to the undergraduate award.

Students must complete and submit the formative English Studies research proposal assessment by the date and time specified to enrol on the RSCH08013 Research Dissertation (English Strand) module, and to be allocated a supervisor. Any student who fails to complete and submit the formative English Studies research proposal assessment may be delayed in gaining allocation to a supervisor, and any supervision time missed will not be provided at another stage – students will not be provided with any additional supervision. It is the responsibility of the student to ensure they meet the pre-requisite requirements of the Research Dissertation (English Strand) module as stipulated above.

1. Develop in-depth subject knowledge required for their topic.
2. Understanding of the structure and rationale of literary/applied research.
3. Structure critical thinking in relation to a substantial piece of work.
4. Explore and assimilate information from a range of sources.
5. Demonstrate skills in independent working.
6. Produce an extended piece of scholarly writing to the appropriate standard.