This module builds on the introduction to cognitive psychology provided in year 1 (“Behaviour and Cognition”). Here, we strive for a deeper understanding of cognitive psychology, differentiating between lower and higher order cognitive processes, current research and application of findings from basic research.

1. Discuss contemporary issuesin cognitive psychology

2. Describe howtheory and research about cognitive processes can be used to understand language production

3. Apply theory and research about cognitive processes to understand decision making

4. Discuss empirical findings in cognitive psychology using competing theoretical models.

5. Apply research and theory from cognitive psychology to different contexts

6. Evaluate the quality of cognitive research

This module provides learners with a foundation in biological psychology. The module begins by looking at the structure of the brain, the nervous and endocrine systems, and the anatomy of the brain. Following this, the biological basis of some human behaviours are discussed and examined in more detail.

1. Describe the basic structure and function of the brain

2. Outline the role of electrical activity and communication of neurons on human behaviour

3. Outline the role ofhormones and the endocrine system in human behaviour

4. Describe the physiological basis of sensation

5. Discuss the biological base of complex human behaviours

6. Outline central debates in the field of biological psychology

This module will explore Abnormal Psychology, it will encompass what mental disorders are and how they have been viewed currently and throughout history. There will be reference to both the DSM and ICD (mental disorder classification frameworks) and there will be an overview of how mental health professionals work with mental disorders.

This medical view of mental disorder will be explored and discussed, and alternative perspectives will be presented.

1. Outline the history of mental illness and the treatments used both historically and in modern times

2. Describe classification systems for the assessment of mental illness

3. Identify symptoms and aetiologyof the major psychological disorders

4. Discuss the influence of biological factors on the development of psychological disorders

5. Apply knowledge about diagnosis and symptomstocase studies

6. Define different conceptualisations of the source and treatment of mental illness and the impact these perspectives have on treatment with specific reference to social prescribing as a modality of work.

7. Demonstrate an awarenessof the impact of stigma in mental illness

This module will introduce learners to psychological theory as it relates to children aged 6-15 years of age. A broad range of theorists will be considered including Bronfenbrenner’s ecology of human development which focuses on the family, changing family structures, extra-familial influence and culture. The work of Csikszentmihalyi will be examined in relation to motivation and Bandura in relation to social learning theory. Ericsson's stages of development will be explored. The focus of this module will be on the application of a strengths based approach in understanding and supporting children.

1. Apply abroad range of psychological developmental theories as they relate to children aged 6-15 years of age

2. Connect the impact offamily, caregivers, environment and culture on the development of the child aged 6-15 years of age.

3. Compare and contrast evidenced based therapies that exist and their application withchildren aged 6-15 years.

4. Explore the development of a \”sense of self\” within children aged 6-15.

5. Discuss current literature on the development of the child aged 6-15 years.

6. Describe the role of developmental psychology in various contexts and its contribution to the social and behavioural sciences.

7. Explore common developmental issues observed in the period ofmiddle childhood.

This module aims to increase learners' awareness of and insight into the nature of social psychology. This module will build on the social psychology I module.

1. Explain prevailing definitions of the concept of conflict and compare diverse perspectives on conflict and what it means to be human

2. Describe and discuss different psychological sources of conflict with reference to the students own role within groups.

3. Analyse groupsituations using theoretical frameworks and models discussed in the module

4. Identify differentapproaches to address conflicts on the micro and macro level

5. Discuss how group formation and group dynamics can lead to conflict and conflict resolution with emphasis on the importance of wellbeing for the individual

This module advances the students' knowledge and comprehension of research, theories and analytical methodologies used in research. This module will particularly focus on the ethical responsibilities of the researcher within the context of research emphasising ethics and ethical practice that are of particular importance to psychologists, and to the society as the professional body for psychology and psychological practitioners.

1. Describe the key theoretical and philosophical bases of ethics in research and explore questions of belief and prejudice, equality and discrimination, diversity and inclusion.

2. Explore the ethical basis for the need for professional integrity today and demonstrate knowledge of codes of professional ethics

3. Describe the application of core ethical principles to research andthe application of core ethical principles to professional practice

4. Discuss the concept of informed consent in research.

5. Discuss and illustrate ethical debates related to research studies.

This module builds on student's introductory knowledge and appreciation of research methodologies from year 1. It advances ability to engage in critical writing and research skills and to develop an understanding of the fundamental role of research in professional practice and knowledge attainment in both quantitative and qualitative research data analysis.

1. Differentiate various data collection methods such as interviews, questionnaires, focus groups and observations commonly utilised in research.

2. Describe and conduct and interpret descriptive statistics, inferential statistical statistics, normal distribution, probability sampling, testing hypotheses, confidence intervals.

3. Describe the use of statistics within survey design using SPSS to perform statistical tests.

4. Develop a research critique/review of an area applicable to the discipline.

5. Describe and performthe main statisticaltesting procedures use a variety of psychological tools, including specialist software, laboratory resources, and psychometric instruments.

6. Perform and report on statisticalcalculations and their significancewithin research studies.

7. Describe the appropriatestatistics required to address the research question.

8. Describe and conduct the use of statistics in qualitative research.

This module will introduce the student to basic counselling skills with a view to support the student in achieving a broad view of the role of psychology. The module will be highly interactive and will focus on the application of theory into practice. A range of counselling skills will be discussed, explored and role-played throughout the module. The areas of boundaries, contracts and ethical dilemmas will be discussed throughout this module. The focus of this module is to begin to develop the students' ability in having helpful conversations while applying basic counselling skills.

1. Demonstrate a basic awareness of counselling skills

2. Explain boundaries and contracts as they relate to a therapeutic space.

3. Describe and discuss the appropriateness of different approaches to counselling using case studies.

4. Reflect on the effectiveness of different approaches and the importance of the therapeutic alliance

This module builds on Introduction to Psychology, research ethics and research statistics from years 1 and 2. It will advance the students skills and understanding in quantitative research methods.

1. Discuss research methods and designs and assess their strengths and weaknesses.

2. Discuss philosophical underpinnings of quantitative research

3. Appreciate the various research approaches within the context of quantitative research

4. Understand the role of statistics in quantitative research.

5. Critically evaluate quantitative research studies

This module aims to provide students with a more in-depth understanding of the psychology of ageing. An understanding of the experiences and needs of the ageing population is of central importance to out society. The module will cover cognitive functioning; psychological issues; assessment and interventions.

1. Illustrate the concept of ageing and issues relevant to the study of aging

2. Critically appraisecognitive and psychological issues in ageing

3. Use theory and research to discuss how positive well being can be facilitated in ageing populations

4. Apply research to understand psychological issues experienced by ageing populations

5. Critically analyzeintervention strategies for issues experienced by ageing populations

The aim of this module is to provide the student with the knowledge and understanding of the meaning of reflective practice as part of ongoing professional development.

1. Critically analyse the meaning of reflection and reflective practice within professional practice.

2. Compare and contrastthe main theories and models of contemporary reflective practice.

3. Appraisethe skills required for effective reflective practice.

4. Analyse the contemporary debates related to reflective practice such as assessment and facilitation of reflective practice.

5. Critically analysethe skills of reflective writing.

This Module builds on Introduction to Research in Psychology in year 1, Research Ethics and Research Statistics year 2 and introduces students to the more advanced research methodologies, designs and approaches in qualitative research psychology fields.

1. Discuss qualitative research methodologies and research designs and evaluate their strengths and limitations..

2. Discuss and evaluate the various research data collections methods commonly used in qualitative research

3. Discuss and evaluate sampling methods used in qualitative research.

4. Discuss methods to establish methodologicalrigour in qualitative research.

5. Be proficient at critiquingqualitative research.

This module introduces students to the study of individual and collective human behaviour in organisations. It will help the student in understanding how work behaviour can be influenced, changed and improved to benefit both employees and companies.

1. Critically analyse the contribution oforganisational psychology to the workplace.

2. Critically appraise how psychological safety can be achieved in the workplace.

3. Compare and contrast the applicaiton of various psychological theoriesin the workplace.

4. Critically analyse the application of social psychology to the workplace environment.

This module will explore the area of co-ocurring diagnosis, eg a person who has both a mental health challenge and a substance misuse issue. This area has often been overlooked in treatments with clients literally "falling between the cracks" of two distinct services, namely addiction services and mental health services. This module will look at this issue, describe best practice in the area and incorporate a strengths based approach to this issue.

1. Critically discuss co-occurringand its historical origins

2. Evaluate best andcurrent practice when working with co-occurring diagnosis

3. Evaluatethe impact of co-occurring diagnosison family and significant others

4. Discussthe gaps and barriers which exist for people accessing services whohave a co-occurring diagnosis

This module provides a broad introduction to the field of forensic psychology. This includes current understandings of the psychological underpinnings of crime and offending, the investigative process and the judicial system.

1. Critically discuss central theories of crime and offending

2. Evaluate common sense understandings of deception detection and explain the current research findings in this area

3. Illustratehow differentapproaches to interviewing witnesses and suspects can influence the outcomes of criminal investigations

4. Apply current research findings to explainfactors influencing decision-making processes in the courtroom

This module builds on the base knowledge gained in Biological Psychology, examining neuropsychology and neuropsychological practice and its application in psychological practice. Students will learn about neurodegenerative and neurological disorders and difficulties, their psychological effects, and the link with psychological intervention. Topics covered include brain damage and plasticity, brain trauma and disease, neuropsychological assessment and testing, cognitive rehabilitation, and current controversies.

1. Examinedifferent types of brain damage, both acquired brain injury and neurological diseases.

2. Critically discuss the link between neurological disorders and therapeutic practice.

3. Discuss the practice of neuropsychology and its applications

4. Critically discuss the neuropsychological assessment of neurological deficits.

5. Appraise thehistorical origins and future directions of neuropsychology

6. Examine the role of neuroplasticity in the brains response to injury and interventions

7. Critically appraise research in the field of neuropsychology

This practice placement module will provide the student with the opportunity to consolidate theoretical learning and apply this to the work environment.

1. Critically evaluate the role of psychologywithin the work placement

2. Practice within the limits of their own competence and develop own competence.

3. Collaborate with all members of the interdisciplinary team as appropriate and maintain accuraterecords

4. Reflect on practice and maintain a reflective journal.

5. Critically evaluate the significance of contextual and interpersonal factorswhen working in groups and team working

6. Critically evaluate how theoretical knowledge and practical skills from the field of psychology can be related to diverse issues in the real world.

7. Engage in reflective consideration of personal strengths and weaknesses .

8. Demonstrate how practice placement experience coupled with gaining competency in skills may enhance and be positively applied to their academic studies.

This module provides learners with a deepened understanding of the psychology of individual differences, examining how human behaviour is influenced by cultural forces. Focus is placed on cultural differences across a range of different areas, highlighting the fact that many influential theories in psychology cannot be generalized across cultures in a straightforward manner.

1. Critically analyse the interaction between culture, beliefs, values, the environment, and behaviour

2. Criticize the presence ofethnocentrism in the history of psychology and discuss approaches to reducing bias

3. Critically evaluate the impact of culture in a range of areas (e.g., cognition, language, development, social relationships)

4. Apply concepts from the course to understand behaviour of people from other cultures.

The concept of consciousness is fundamental to the field of psychology, but remains a perplexing issue. This module encourages learners to think critically, through providing an introductory overview to the field, focusing on the study of the conscious mind and altered stated of consciousness.

1. Critically discuss the problem of defining consciousness

2. Evaluatethe relationship between conscious experience and brain function

3. Compare and contrastsome of the most common methods of studying consciousness in psychology

4. Critically evaluate current research knowledge about altered states of consciousness in the field of psychology

5. Discuss the relationship between consciousness and cognition

This module introduces the interdisciplinary field of sport psychology, from basic research to applied practice. The learner will explore central theoretical issues and research findings in sports psychology and demonstrate how these findings can be applied in order to improve performance among athletes and teams

1. Analyze the role of individual and environmental factors in sports performance

2. Critically discusshow group dynamics work to form, maintain and enhance (or hinder) team cohesion

3. Assess and apply knowledge aboutthe role of good communication andleadership in team sport

4. Critically apply psychological theoriesto understand how to enhance sports performance

This module will explore the range of therapeutic models of helping and the stages of change. Motivation and change can be difficult for many people, in this module we will look at motivational interviewing coupled with the stages of change model to provide an overview of how people change and the evidence based interventions which assist in this journey. MECC and the FRAMES models alongside Solution focused brief therapy and cognitive behavioural therapy will also be discussed and explored.

1. Critically discuss the stages of change model, MECC (Make every contact count) and the FRAMES brief intervention model

2. Illustrate applicationsofmotivational interviewing in practice

3. Evaluate motivational interviewing and the stages of change model in relation to their impact on understandingchange (stages of change) and effective ways of working with resistance (Motivational interviewing)

4. Critically discuss the useof brief interventions in practice

This module aims to explore the psychologic and behavioural process in health, illness and health care. It will enable graduates to apply theories and principles of healthy psychology to their practice.

1. Analyse models of health, health behaviours and social cognition models

2. Discuss the effect of personality on health

3. Critique the role of media in influencing health

4. Analyse concepts of illness and illness behaviours

5. Discuss utilisation and design of health care for optimum health.

This module examines the concept of intelligence a from a broad perspective on the psychology of individual differences. Central terms like psychometric intelligence, general intelligence (g), intelligence quotient (IQ), and cognitive ability are all examined, as well as validity and reliability and the relationship between intelligence and outcomes such as career and psychological health. The concept of intelligence is critically discussed, considering ethical issues in the history of intelligence research.

1. Critically evaluate the definition of intelligence, its structure and measurement

2. Compare and contrast different theories of intelligence

3. Critically discuss the contribution of heredity and environment to intelligence

4. Appraise the history of the study of intelligence

5. Critically apply theories of intelligence to understand performance and outcomes in different contexts

This module will explore addiction. It will provide a broad view of the history and development of addiction treatments and their understandings. It will pay particular attention to evidence based treatments. The module will cover a range of understandings of addiction, ie disease, social learning, genetic etc and will explore the scientific basis for these concepts. Individual substances will be discussed and explored and a critical appraisal of current treatments and laws will be encouraged throughout.

1. Evaluate the history ofaddiction and addiction treatment.

2. Critically evaluate the effectiveness of treatments in relation to addiction

3. Explain the factors which may lead to addiction and its impact on the individual, their family and the community in which they live.

4. Evaluate the main research which has taken place which has changedour perception of addiction

This module will provide an overview of trauma and Trauma informed practice. The area of trauma has often been misunderstood, as a result of this some people who have accessed services may not have received appropriate trauma informed care. This module will provide a broad view of our understanding of Trauma, how it is experienced by the person experiencing the traumatic event/events and the impact this may have on the listener/professional. The key helping approaches when working with Trauma will be critically evaluated.

1. Differentiate between definitions and causesoftraumaie simple and complex.

2. Critically evaluate the effects of trauma on the person and the wider impact on significant others.

3. Critically assess trauma informed practice and discussexamples of this approach.

4. Examine secondary traumatic stress and post traumatic growth

This module will focus on four disciplines within psychology, Educational, Organisational, Counselling and Clinical. The module will explore the role of the psychologist in these four fields with significant reference to the evidence base from which each discipline works from, the application of that evidence and the research which underpins the four approaches.

1. Compare and contrastthe roles of the counselling, clinical, educational or organisational psychologist

2. Evaluate and apply ethical codes of practice to case studies.

3. Critique the evidence behind various approaches within psychology

4. Critiquethe application of theory into practice across the four disciplines.

5. Critically evaluate the distinctions between the four disciplines of Psychology

6. Define how each discipline may work side by side with a client

This module will reflect the incremental development of knowledge, skills and competencies in research methods over the previous four years of research education and exposure. This module prepares and equips the student to undertake and complete an empirical research project under supervision. It is expected that a student’s development of knowledge, skills, and competencies in research methods and empirical work will be demonstrated by successful completion of an empirical project. This will involve the collection and analysis of original empirical data, or equivalent alternatives such as computational modelling of empirical data or secondary data analysis, such as a meta-analysis.

1. Select, design, and plan and complete a research project and manage the time involved to complete the project, and related report, within given time constraints.

2. Independantly source, read and critically evaluate the relevant primary literature on the chosen topic.

3. Critically demonstrate the ability and understanding of working independently and recognising the role and function of the research supervisors.

4. Critically Identify, formulate, and communicate a research problem, aim and objectives

5. Classify and justify the use of an appropriate research methodology in addressing the identified research problem.

6. Critically analyse ethical issues that may affect the study and design a methodology that addresses ethical requirements

7. Execute research in the laboratory or field.

8. Accurately record, interpret, and report relevant data in a manner that addresses the research question.

9. Critically analyse, interpret, and draw conclusions from the research findings.

10. Critically communicate results in a clear, concise, and scholarly manner by means of a formal written report which follows the accepted conventions of the discipline and by means of a seminar presentation