FdSc Psychology with Sociology by UCSD

Plymouth University Academic Partnerships South Devon College

Programme Quality Handbook for FdSc Psychology with Sociology

2015 â&#x20AC;&#x201C; 16

Programme Quality Handbook 2015-16

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Contents 1.

Welcome and Introduction to FdSc Psychology with Sociology. ............................................... 3

Programme Specification .......................................................................................................... 4

Module Records ...................................................................................................................... 16

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1. Welcome and Introduction to FdSc Psychology with Sociology. Welcome to the Foundation Degree in Psychology with Sociology. The Foundation Degree is designed to provide the knowledge and skills that are necessary to enable students to be versatile and adaptable in progressing to further study and / or employment in a variety of professions. The module content provides a broad understanding of key perspectives in Psychology and Sociology, whilst challenging students to think critically and read independently to enhance their work. Classic and current research will be reviewed throughout the year, encouraging students to view psychology as a 'science of behaviour' and they will also be supported to develop research skills of their own. Following the Quality Assurance Agency (QAA) Foundation Degree Qualification Benchmark, which privileges the integration of academic and work based learning, the inclusion of a dedicated work-based learning module in this programme equips and assists students to enhance their employment opportunities. Students are expected to take active steps to undertake a placement that will inform their career progression. This will be supported by the HE team. This programme has been designed to equip you with the skills and knowledge base required to work in your chosen specialism or other graduate opportunities. It is also a platform from which you can undertake additional vocational and academic qualifications. This Programme Quality handbook contains important information including:  The approved programme specification  Module records Note: the information in this handbook should be read in conjunction with the current edition of the College / University Student handbook available at (www.southdevon.ac.uk) which contains student support based information on issues such as finance and studying at HE along with the University’s Student Handbook - https://www.plymouth.ac.uk/your-university/governance/studenthandbook and your Teaching, Learning and Assessment Handbook available on your programme virtual learning environment. .

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2. Programme Specification Awarding Institution: Teaching Institution: Accrediting Body: Final Award: Intermediate Awards: Programme Title:

University of Plymouth South Devon College Not Applicable FdSc Cert HE Psychology with Sociology

UCAS Code:

CL83

Benchmarks

QAA FDQB Foundation Degree Qualification Benchmark (2010),

Date of Approval: Admissions Criteria: Qualification(s) Required for Comments Entry to the FdSc Candidates must have at Level 2: At Level 2 Key Skills requirement / Higher Level Diploma

English Maths

and/or GCSEs required at Grade C and above

Required: English, Maths

Plus at least one of the following Level 3 qualifications: Qualification(s) Required for Comments Entry to the FdSc A Levels required:

AS/A levels in related subject field 140 points minimum

Advanced Level Diploma

Pass

BTEC National Certificate/Diploma

BTEC National Certificate/Diploma in a related subject field equating 140 UCAS points minimum

HNC/D

Award should be in a related subject field Pass or above

VDA: AGNVQ, AVCE, AVS

Award should be in a related subject field Pass or above at Level 3

Access to HE or Year 0 provision

In related subject field

International Baccalaureate

24 Points

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Irish/Scottish Highers/Advanced 140 points minimum from Higher Highers Certificates Work Experience

Relevant work experience is an advantage but not essential

Other non-standard awards or experiences

Students with non-standard qualifications may be asked to complete a written piece of work on a relevant subject and/or learning needs assessment.

APEL/APCL possibilities

Given the wide experience of potential applicants to this course, applications for Accreditation of Prior Learning (APL) and Accreditation of Prior Experiential Learning (APEL) are welcomed in accordance with South Devon College and University of Plymouth Admissions Policy. http://www.ucas.com/students/wheretos tart/maturestudents/courses/apl

Interview/portfolio requirements Everyone will be interviewed, and character references are required. Normally a pre enrolment task will need to be completed to help us assess your suitability for the programme and the starting point from which we will plan your progression. Independent Safeguarding No â&#x20AC;&#x201C; however you may have to provide Agency (ISA) / Criminal Record CRB checks for work placements. Bureau (CRB) clearance required

Aims of the Programme: The Foundation Degree in Psychology with Sociology 1. Be informative and challenging and to establish a knowledge base suitable for a future career and provide students with a variety of entry qualifications an opportunity to realise their potential 2. Encourage and support students whilst they develop and supply subject specific and generic skills that will facilitate lifelong learning and continuing professional development 3. Provide students with a qualification that will allow progression to an honours degree programme, and to develop the underpinning skills required for students to become independent learners in the constantly evolving fields of psychology and sociology. 4. Fulfil the learnerâ&#x20AC;&#x2122;s vocational and educational needs. Allowing the development of skills, knowledge and understanding necessary for vocational demands, the enhancement of existing employment or in preparation for a career change. 5. Provide employers with the knowledgeable and skilled personnel they require. 6. Develop studentâ&#x20AC;&#x2122;s ability to apply abstract theories to underpin their explanations of social issues in modern day society. Programme Quality Handbook 2015-16

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Programme Intended Learning Outcomes: The FdSc Psychology with Sociology provides opportunities for student development and graduates will be able to: Knowledge and Understanding Discuss psychological and/or sociological theory and method showing an awareness of a variety of perspectives, contexts/frameworks and potential applications. Recognise social and psychological diversity and its impact on the lives of individuals and groups. Demonstrate a critical awareness of a range of influences on psychological functioning and how these are conceptualized across different areas of psychological inquiry. Identify and demonstrate knowledge of a range of research techniques appropriate to sociological and/or psychology investigation. Debate the ethical dilemmas arising from the study of human and animal behaviour and examine these issues within a wider social context. Cognitive/Intellectual Skills Compare and contrast alternative perspectives and methods in psychological and/or sociological theory and research. Synthesise ideas from different areas of psychology and/or sociology and extrapolate to real world issues. Select appropriate techniques of evaluation and critically consider the relevance and significance of the data collected. Exhibit problem solving strategies appropriate to the task set/problem under review. Transferable Skills (generic) Interact effectively within a team/learning group, showing an awareness of the contextual and interpersonal factors that influence team work. Use computer skills to display, manipulate and analyse data, assist in presentations and produce coursework in an appropriate format. Recognise the need for self- evaluation and the need to develop own criteria for judgement. Select appropriate data from a range of sources and adopt research strategies appropriate to the task. Undertake self-directed study and project management in a supportive environment. Communicate ideas and research findings by written, oral and visual means. Adopt a systematic approach to problem solving. Practical Skills Organise and classify data. Interpret qualitative and quantitative data. Design, run, analyse, and evaluate psychological and/or sociological research. Write for different audiences, integrate their work with the work of others and prepare essays and reports independently and within teams. Retrieve, sift and select information from a variety of sources. Employment related Skills Show an understanding of the reflective nature of tasks/projects. Work on real world problems within work based environments and write analytically about the experience. Programme Quality Handbook 2015-16

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2.1.1. Progression Route(s) FdSc progression route statement Employability and Careers You will gain the knowledge and skills necessary for employment in a variety of environments from professional psychology, management and teaching, to social services, health services, probation and marketing. Example job roles: Clinical Psychologist, Psychology Assistant, Learning Support Worker, Counsellor, Human Resources Manager. Upon successful completion of this course, you will be able to progress to Plymouth University for the final year of the BSc (Hons) Psychological Studies. Please note: this course does not carry accreditation from the British Psychological Society which is a requirement for certain careers within Psychology. You would need to apply for Year 2 of the BSc (Hons) Psychology degree at Plymouth University. 2.1.2. Teaching Methods and Assessments A: Development of Knowledge and Understanding

Learning and Teaching Strategy/Method

By the end of the programme the student will be able to demonstrate knowledge and understanding of: A range of theory and research related to the core domains of biological psychology, cognitive psychology, individual differences, developmental psychology and social psychology.

Primary Lectures Directed independent study Tutorials Secondary

Case studies Practical Demonstrations Seminars Problem-solving exercises Guest speakers The relationship of psychological perspectives to Group work each other and the impact of those from without the Learner presentations subject discipline A variety of methodologies employed in psychological research incorporating statistical analysis techniques

Subject-specific terminology and its appropriate application NB: Benchmark References

Assessment

QAA Benchmark Statement Psychology 2010: 4.6, 4.8, 4.4 Sociology 2010

Examinations, Essays, Presentations, Research Reports

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B: Cognitive and Intellectual Skills By the end of the programme the student will be able to:  Organize relevant knowledge and ideas in order to interpret, explore and solve problems contextual to the areas of Psychology & Sociology.  Compare and contrast a range of methods for obtaining relevant information to explore areas of study and research.  Analyse how ethical issues can be addressed  Review and critically evaluate policy, trends, practice and theory. NB: Benchmark References QAA Benchmark Statement Psychology 2010 Sociology 2007

Learning and Teaching Strategy/Method Primary  Class exercises  Tutorial/seminar discussions  Feedback of informal and formal assessment Secondary 

Computer-based practical work on data and research problems

Assessment Examinations, Essays, Presentations, Research Reports

C: Key Transferable Skills Learning and Teaching Strategy/Method On completion of this programme, Primary students will be able to:  Library and other research exercises  Interact effectively within a group, giving and receiving information,  Group work awareness and practice modifying responses where  Presentations appropriate and respecting the  Group and individual peer views of others. assessment  Evaluate their performance,  Computer-based learning and developing informed criteria, and assessment devising suitable personal  Tutorials and seminars development plans.  Take responsibility for their own Secondary learning, planning and managing  Class and seminar interactions and their time effectively to achieve feedback objectives and to meet deadlines.  Organise, present and defend ideas, theories and concepts confidently in academic and work related situations.  Communicate effectively in a variety of formats (oral and written) and in a manner appropriate to the audience/situation.  Identify key elements of problems, applying appropriate methods to address them.  Transfer skills and knowledge across different settings and work related contexts.  Develop appropriate research strategies Programme Quality Handbook 2015-16

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NB: Benchmark References QAA Benchmark Statement Psychology/ 2010: 5.5 Sociology 2007

Assessment Examinations, Essays, Presentations, Research Reports

D: Employment Related Skills By the end of the programme the student will be able to:  Perform professional tasks, exercising personal responsibility and demonstrating a capacity to make decisions appropriate to their professional role.  Identify appropriate theoretical, professional and/or research based sources and use appropriately in their professional practice.  Plan and execute a variety of small scale inquiries into physiological and psychological interventions in order to improve themselves and others in their professional roles.  Show awareness of ethical, equality and diversity issues in the vocational areas studied.  Identify important aspects of the workbased experience and compare, contrast and critique different aspects of the experience.  Articulate a reflective and effective orientation to their professional practice. E: Practical Skills By the end of the programme students will have gained;

Learning and Teaching Strategy/Method The programme has a strong vocational focus, and the theoretical understanding developed through study will be rooted into practice.

NB: Benchmark References QAA Benchmark Statement Psychology 2010: 5.4, 5.5 Sociology 2007

Students will carry out work based learning in an appropriate work setting, this may be as paid employment or, more usually, on a voluntary basis. Assessment is linked to practice and students will be expected to use their placements as a basis for research, for practical experience and skill development and to apply theory to a real context.

Learning and Teaching Strategy/Method  Projects  Designated tasks  Lectures and tutorials  Learning from work Assessment Essays, Presentations, Research Reports, Personal and Work-Based Reflective Logs

2.1.3. Distinctive Features of the Foundation Degree Students will benefit from:  The Degree is designed with employability at its very core and the knowledge and skills that are gained will be underpinned through work based learning.  Students will learn alongside other learners with different entry qualifications, from diverse backgrounds and varied experience. This Programme Quality Handbook 2015-16

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diverse environment is an enrichment of the learning process for all learners.  The Degree is flexible in both its mode of delivery and its progression routes. Flexibility provides greater access for learners and employers.  Flexible progression paths to additional higher education programmes.  Partnership with Plymouth University provides access to a broad range of additional learning resources and academic and professional integration and validation.

Programme Structure and Pathways This course offers an opportunity to investigate the interaction between psychological and sociological influences on human behaviour in an innovative designed curriculum. •Psychology is concerned with all aspects of behaviour and the thoughts, feelings and motivations underlying such behaviour. •Sociology is concerned with how the changing nature of contemporary society impacts upon and beyond the individual. Through studying these two subjects this course will introduce you to a new way of thinking about society and the behaviour of people. Course Code: CL83 Full/Part Time: Full Time / Part Time Programme Structure for FdSc Psychology with Sociology Level 4Level 4 Module Code

Module Title

No. of Credits

SOUD 1252

Social, Developmental, Clinical and 20 Learning Psychology 1 Cognitive and Physiological 20 Psychology 1 Research 20 Methods 1

SOUD 1253

Developing Graduate Skills

SOUD 1254

Sociology of Social Transformation and Cultural Change

SOUD 1371

Sociological Imaginations

SOUD 1359

SOUD 1350

Level 5 Core / Optional

Module Code

Module Title

Social, Developmental, Clinical and Learning Psychology II Cognitive and Physiological Psychology II Research Methods II Individual Differences and Research Methods III

No. of Credits

Core / Optional

Core

SOUD 2195

Core

SOUD 2196

Core

SOUD 2197

Core

SOUD 2198

Core

SOUD 2207

Social Identities in Modern Societies

Core

SOUD 2208

Social Change in a Modern World

Core

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Part Time Programme Structure for FdSc Psychology with Sociology: Year Year 1 – Level 41 - Level 4 Module Code

Module Title

No. of Credits

Year 2 Year 2 – Level 4/5- Level 4 / 5

Core / Optional

Module Code

Core

SOUD 1253

SOUD 1359

Social, Developmental, Clinical and 20 Learning Psychology 1

SOUD 1350

Cognitive and Physiological Psychology 1

Core

SOUD 1254

SOUD 1252

Research Methods 1

Core

SOUD 2197

SOUD 1371

Sociological Imaginations

Core

SOUD 2198

Module Title

Developing Graduate Skills (L4)

SOUD 2195

SOUD 2196 SOUD 2207

SOUD 2208

Module Title

Social, Developmental, Clinical and Learning Psychology II Cognitive and Physiological Psychology II Social Identities in Modern Societies Social Change in a Modern World

No. of Credits

Core / Optional

Core

Programme Quality Handbook 2015-16

Core / Optional

Core

Sociology of Social Transformation 20 and Cultural Change (L4) Research Methods II 20 (L5) Individual Differences and Research 20 Methods III (L5)

Year Year 3 – Level 53 - Level 5 Module Code

No. of Credits

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Core

2.1.4. Learning Outcomes Maps Learning Outcomes Map Graduate Attributes and Skills Core Programme Intended Learning Outcomes Students will be able to demonstrate a knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that (those) area(s) of study. In particular:

Level 4 Programme Aim

Programme Learning Outcome

Related Core Modules

1,2, 3

1,2,3,4,5,6,7,8,9

SOUD1359, SOUD1350, SOUD1252, SOUD1254, SOUD1255,.

1,2,3,4

6,7,8,9

SOUD1359, SOUD1350, SOUD1252, SOUD1254, SOUD1255,.

Biological psychology, cognitive psychology, developmental psychology and social psychology and research methods in psychology. Discuss sociological theory and method showing an awareness of a variety of perspectives, contexts/frameworks and potential applications. Recognise social diversity and its impact on the lives of individuals and groups Cognitive / Intellectual Skills (generic) Students will be able to demonstrate an ability to present, evaluate, and interpret qualitative and quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study. They will also be able to demonstrate the ability to evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work. In particular to:   

Reflect on own practice, in relation to working with colleagues Utilise information from primary and secondary sources. Communicate principles and theories in discussion and report writing.

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 

Compare and contrast alternative perspectives and methods in sociological theory and research. Synthesise ideas from different areas of sociology and extrapolate to real world issues.

Key / Transferable Skills (generic) Students will be able to demonstrate an ability to communicate accurately and reliably, and with structured and coherent arguments. Students will also be able to demonstrate an ability to take different approaches to solving problems. In particular to: 

 

2,4,5

10,11,12,13,14,15, 16

SOUD 1253, SOUD1255, SOUD1359, SOUD1252,

2,4,5

21,22,23

SOUD1253

17, 18, 19, 20

SOUD1252, SOUD1253,

Interact effectively within a group, giving and receiving information, modifying responses where appropriate and respecting the views of others. Organise, present and defend ideas, theories and concepts confidently in academic and work related situations. Communicate effectively in a variety of formats (oral and written) and in a manner appropriate to the audience/situation.

Employment-related skills Students will be able to:   

Show an understanding of the reflective nature of tasks/projects Work on real world problems within work based environments and write analytically about the experience. Produce reports in the style appropriate to the organisation

Practical Skills (subject specific) 1,2,4  Undertake basic measurement procedures and record date using industry recognised methods.  Effective ICT use in the presentation of professional reports, graphical representation and statistical data  Design, run, analyse and evaluate psychological and/or sociological research Programme Quality Handbook 2015-16 Page 13 of 44

Foundation Degree Intended Learning Outcomes Map Graduate Attributes and Skills Core Programme Intended Learning Outcomes

Level 5 Programme Aim

1. Knowledge/ Understanding 1,2, 3 Knowledge and critical understanding of the well-established principles of their area(s) of study, and the way in which those principles have developed; knowledge of the main methods of enquiry in their subject(s) and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study. They will also be able to demonstrate an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge.

Programme Learning Outcome

Related Core Modules

1,2,3,4,5,6,7,8,9

SOUD2195, SOUD2196, SOUD2197, SOUD2198, SOUD2207, SOUD2208

6,7,8,9,10,11,12, 13,14,15,16

SOUD2195, SOUD2196, SOUD2197, SOUD2198, SOUD2207, SOUD2208

In particular: Biological psychology, cognitive psychology, developmental psychology and social psychology, individual differences and research methods in psychology. Discuss sociological theory and method showing an awareness of a variety of perspectives, contexts /frameworks and potential applications 2. Cognitive / Intellectual Skills (generic) 1,2,3,4 Students will be able to demonstrate an ability to apply underlying concepts and principles outside the context in which they were first studied. In particular:    

Use reflection in the learning process to enhance personal development and refine professional practice. Analyse how ethical issues can be addressed. Compare and contrast alternative perspectives and methods in sociological theory and research. Synthesise ideas from different areas of sociology and extrapolate to real world issues.

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3. Key / Transferable Skills (generic) Students will be able to demonstrate an ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study; use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis and effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively. 4. Employment-related skills Students will be able to demonstrate an ability to apply subject principles in an employment context possibly different from that in which they were first studied; undertake further training, develop existing skills and acquire new competencies that will enable them to assume significant responsibilities within organisations and demonstrate the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision making. In particular:  

Show awareness of ethical, equality and diversity issues in the field of study and potential future employment. Identify important aspects of the work-based experience and compare, contrast and critique different aspects of the experience.



5. Practical Skills (subject specific) Effective ICT use in the presentation of professional reports, graphical representation and statistical data

Programme Quality Handbook 2015-16

1,2,3

10,11,12,13,14,1 5,16

SOUD2195, SOUD 2196,SOUD2197, SOUD2198, SOUD2207, SOUD2208

2,4,5

21,22,23

SOUD2195, SOUD2197, SOUD2198

1,2,4

17, 18, 19, 20

SOUD2197, SOUD2198

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3. Module Records 4. SECTION A: DEFINITIVE MODULE RECORD. MODULE CODE: SOUD1359

CREDITS: 20 PRE-REQUISITES: N/A

MODULE TITLE: Social, Developmental, Clinical and Learning Psychology 1 FHEQ LEVEL: 4

CO-REQUISITES: N/A

JACS CODE: CL83 COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: This module provides an introduction to four areas of psychology: learning, clinical, social and developmental psychology. . ELEMENTS OF ASSESSMENT TEST COURSEWORK C1 50% T1 50% SUBJECT ASSESSMENT PANEL Group to which module should be linked: Psychology with Sociology Professional body minimum pass mark requirement: N/A MODULE AIMS:  To provide an introduction to the breadth of psychological theory and research that may be applied to explain human and non-human animal behaviour.  To introduce specifically four areas: the effects of others on the individual in social psychology; psychological disorders in clinical psychology, the developmental psychology of children; the psychology of learning in the context of development and clinical psychology. ASSESSED LEARNING OUTCOMES: At the end of the module the student will be expected to be able to: 1. Outline classic and recent studies in social psychology and understand the theoretical concepts to which they relate. 2. Outline classic and recent studies in developmental psychology and understand the theoretical concepts to which they relate. 3. Define the clinical characteristics of psychological disorders. 4. Understand how psychological disorders may be explained from different psychological perspectives. DATE OF APPROVAL: March 2013 DATE OF IMPLEMENTATION: September 2013 DATE(S) OF APPROVED CHANGE: XX/XX/XXXX

Programme Quality Handbook 2015-16

FACULTY/OFFICE: Academic Partnerships SCHOOL/PARTNER: South Devon College TERM: 13/AY/AU/M

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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 104

MODULE LEADER: Melanie Simons

OTHER MODULE STAFF: Jodie Culley

Summary of Module Content Principles of behaviourism; operant and classical conditioning; social learning theory. DSM/ ICD classification of psychological disorders; purpose, practice and controversies of diagnosis. Psychological perspectives explaining clinical disorders (e.g. psychoanalytic, learning, cognitive). Milestone studies and theories in social psychology: obedience, conformity, bystander behaviour, prejudice and discrimination; research methods in social psychology. Studies of childhood development and associated theories: cognitive, personality, aggression, attachment; research methods in developmental psychology.

Test Coursework Updated by: Jodie Culley

T1 C1

Social/ Developmental Timed Essay Learning/Clinical Case Study Date: 08/09/2015

Comments Include links to learning objectives

Component weighting

Component Name

Element

Category

SUMMARY OF TEACHING AND LEARNING Activities Hours Comments/Additional Information Lectures 30 Presentations and simulations of concepts/ studies Seminars/ Class Activities 15 Fortnightly discussion groups of key articles/ papers Tutorial 15 One-to-one assignment guidance/ feedback Self-directed/supported study 140 Total 200

100%

Timed essay [LO1/ LO2]

100%

2,000 word case study [LO3/ LO4]

Approved by: Alastair Wilson

Date: 08/09/2015

Reading List Davey, G. (2008). Psychopathology: Research, Assessment and Treatment in Clinical Psychology. BPS Blackwell. Hogg, M. A., & Vaughan, G. M. (2010). Social Psychology (6th ed.). London: Prentice Hall. Kring, A., Johnson, S., Davison, G. C., & Neale, J. M. (2012). Abnormal Psychology (12th ed.). Chichester: John Wiley & Sons. Slater, A. M., & Quinn, P. C. (Eds.). (2012). Development Psychology: Revisiting the Classic Studies. London: SAGE. Smith, J. R., & Haslam, S. A. (Eds.). (2012). Social Psychology: Revisiting the Classic Studies. London: SAGE. Smith, P. K., Cowie, H., & Blades, M. (2011). Understanding Childrenâ&#x20AC;&#x2122;s Development (5th ed.). Chichester: John Wiley & Sons Journals The Psychologist (https://thepsychologist.bps.org.uk) Programme Quality Handbook 2015-16

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SECTION A: DEFINITIVE MODULE RECORD. MODULE TITLE: Cognitive and Physiological Psychology

MODULE CODE: SOUD1350 CREDITS: 20

FHEQ Level: 4

JACS CODE: C800

PRE-REQUISITES: N/A

CO-REQUISITES: N/A

COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: The module is designed to introduce the assumptions, theories, methods, research of cognitive and physiological psychology. The physiological component introduces the influence of biological processes on behaviour. The cognitive component introduces topic areas of memory, attention, perception and problem solving. ELEMENTS OF ASSESSMENT Use HESA KIS definitions] WRITTEN EXAMINATION COURSEWORK T1 (in-class test) 50% C1 50% SUBJECT ASSESSMENT PANEL Group to which module should be linked: Psychology and Sociology Professional body minimum pass mark requirement: N/A MODULE AIMS:  To provide an introduction to the breadth of psychological theory and research that may be applied to explain human and non-human animal behaviour.  To introduce the area of Cognitive Psychology through consideration of the assumptions, theories, research and methods associated with the psychological study of human thought processes.  To introduce the area of Physiological Psychology through consideration of biological processes and research methods relevant to psychology topic areas. ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Describe biological processes that may influence behaviour 2. Summarise, using research examples, methods used to study the influence of biological processes on behaviour. 3. Outline classic and recent studies in cognitive psychology and understand the theoretical concepts to which they relate. DATE OF APPROVAL: DATE OF IMPLEMENTATION: DATE(S) OF APPROVED CHANGE:

04/2014 09/2014

FACULTY/OFFICE: Academic Partnerships SCHOOL/PARTNER: South Devon College TERM:

Autumn

Additional notes (for office use only):Click here to enter text.

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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 104

MODULE LEADER: Jodie Culley

OTHER MODULE STAFF: Isabel Hallam

SUMMARY of MODULE CONTENT The physiological section of the module will provide an introduction to the structure and function of the brain and the subsequent impact this has on behaviour. Content will include:Nervous System & Neuronal Activity, Sensory Systems, Endocrine System, Language, Sleep & Stress. The cognitive section of the module will cover theories of memory and forgetting and their application to understanding issues with eyewitness testimony. Content will include:Multi-store model of memory, Levels of processing model of memory, Reconstructive model of memory, Post-event information, Leading questions, Cue-dependent theory of forgetting Decay, displacement & repression, Applying cognitive theory to explain errors in eyewitness testimony.

Written exam

Updated by: Jodie Culley

Physiological Psychology Poster Presentation Cognitive Psychology In Class Test

Commen ts include links to learning objective s

Compon ent Weightin g

Element

Coursework

Compon ent Name

Category

100%

Max 10 mins, 1000 words on poster [LO1/LO2] 100% 120 minute formal in-class test [LO3]

Date: Approved by: 08/09/2015 Alastair Wilson

Date: 08/09/2015

Recommended Texts and Sources Books Ashworth, A. Redmayne, M. (2005). The Criminal Process: Third Ed. New York: Oxford University Press. Canter, D. (2010). Forensic Psychology. Oxford: Oxford University Press. Carlson, N.R. Buskist, W. Martin, G. N. (2000). Psychology the Science of Mind and Behaviour: European Adaptation. Essex: Pearson Education. Gross, R. (2005). Psychology the Science of Mind and Behaviour: 7th Ed. London: Hodder Arnold. Malim, T. Birch, A. (1998). Introductory Psychology. London: Macmillan Press. Milne, R. Bull, R. (1999). Investigative Interviewing: Psychology and Practice. Chichester: Wiley. Programme Quality Handbook 2015-16

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Eysenck, M. W., & Keane, M.T. (2010). Cognitive Psychology: A Student’s Handbook. (6th ed.). Hove: Psychology Press. Carlson, N.R. (2012). Physiology of Behaviour. (11th ed.). Pearson. Hayward, S. (1997). Biopsychology: Physiological Psychology. Hampshire: Macmillan. McIlveen, R. Gross, R. (1996). Biopsychology. Wiltshire: Hodder & Stoughton. Journals Applied Cognitive Psychology Behavioural Sciences and the Law British Journal of Psychology Cognition Europe’s Journal of Applied Psychology Journal of Applied Psychology Journal of Experimental Psychology Journal of Learning and Verbal Behaviour Memory Memory and Cognition Psychological Review Psychological Review Psychology CrimeLaw The Psychology of Learning and Motivation

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SECTION A: DEFINITIVE MODULE RECORD. MODULE CODE: SOUD1252 CREDITS: 20 PRE-REQUISITES: N/A

MODULE TITLE: Research Methods I FHEQ LEVEL: 4

CO-REQUISITES: N/A

JACS CODE: CL83 COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: This module introduces the rationale for scientific research in psychology in considering a range of research methodologies. Basic aspects of experimental design are covered and the use of SPSS computer based statistical analysis. This module also provides guidance in the writing of research reports. . ELEMENTS OF ASSESSMENT COURSEWORK C1 100% SUBJECT ASSESSMENT PANEL Group to which module should be linked: Psychology with Sociology Professional body minimum pass mark requirement: N/A MODULE AIMS:  To introduce the scientific rationale and practice of psychological research through active experience of the research process.  To introduce skills of research design to implement experimental and non-experimental investigations.  To classify and organize data, using descriptive and inferential statistics, in order to answer research questions.  To introduce the capabilities, and use, of SPSS statistical computer software analysis. ASSESSED LEARNING OUTCOMES: At the end of the module the student will be expected to be able to: 1. Apply understanding of research design to implement an experimental research project in accordance with ethical guidelines. 2. Apply understanding of research design to implement a research project using correlational analysis in accordance with ethical guidelines. 3. Interpret data sets, using univariate SPSS statistical techniques, to answer research questions. 4. Demonstrate an ability to write psychological reports in an appropriate format. DATE OF APPROVAL: March 2013 DATE OF IMPLEMENTATION: September 2013 DATE(S) OF APPROVED CHANGE: XX/XX/XXXX

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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 104

MODULE LEADER: Luke Goggins

OTHER MODULE STAFF: Issy Hallam

Element

Compone nt Name

Compone nt weightin g Comment s Include links to learning objectives

Category

Summary of Module Content Psychology as science; hypothetico-deductive method; experimental methods; experimental design; hypotheses; sampling methods; independent/ dependent variables (control, measurement, operationalisation); BPS ethical guidelines; non-experimental methods (e.g. correlation, surveys, observation, case study); data representation; descriptive statistics; SPSS computer-based data analysis; non-parametric and parametric inferential statistics (e.g. Wilcoxon test, Mann-Whitney test, paired t-test; independent t-test.); correlation coefficients (e.g. Pearson's, Spearman's); issues of validity and reliability; conventions of report writing in psychology (e.g. APA). SUMMARY OF TEACHING AND LEARNING Activities Hours Comments/Additional Information Lectures 30 Presentations and simulations of research/ statistical methods Seminars/ Class Activities 15 Fortnightly discussion groups of issues in research design/ practice Tutorial 15 One-to-one assignment guidance/ feedback Self-directed/supported study 140 Total 200

Research Report

50%

Coursework

Updated by: Jodie Culley

50% 100% Date: 08/09/2015

2000 word literature review and methodology [LO1/ LO4] 2000 word results and discussion [LO2 / LO3 / LO4] Approved by: Alastair Wilson

Date: 08/09/2015

Reading List Beech, J.R. (2008) How to Write in Psychology: A Student Guide. Chichester: John Wiley & Sons. Bryman, A. (2012) Social Research Methods, 4th edition. Oxford: Oxford University Press. Coolican, H. (2009) Research Methods and Statistics in Psychology. (5th ed). London: Hodder and Stoughton. Crow, I. & Semmens, N. (2006) Researching Criminology. Maidenhead: McGraw-Hill. Davis, P., Francis, P. and Jupp, V. (2011) Doing Criminological Research (2nd ed). London: Sage. Field, A. (2009) Discovering Statistics Using SPSS. (3rd ed.). London: Sage. Forshaw, M. (2004) Your Undergraduate Psychology Project: A BPS guide. Oxford: BPS Blackwell. Jupp, V. Davies, P. Francis, P. (Eds. 2000) Doing Criminological Research. London: Sage. Programme Quality Handbook 2015-16

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King, R.D. & Wincup, D. (Eds. 2008). Doing Research on Crime and Justice ( 2nd ed). Oxford: Oxford University Press. Noaks, L. & Wincup, E. (2004) Criminological Research: Understanding Qualitative Methods. London: Sage. Pallant, J. (2010) SPSS Survival Manual: A Step By Step Guide To Data Analysis Using SPSS. (4th ed.). Maidenhead: OUP. Westmarland, L. (2011) Researching Crime and Justice: Tales from the field. Abingdon: Routledge.

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SECTION A: DEFINITIVE MODULE RECORD. MODULE CODE: SOUD1253 CREDITS: 20 PRE-REQUISITES: N/A

MODULE TITLE: Developing Graduate Skills FHEQ LEVEL:4

CO-REQUISITES: N/A

JACS CODE: CL83 COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: This module is designed to enable students to develop skills necessary for learning in an HE environment and appropriate employment: problem solving, communication, recognising and respecting different perspectives, personal planning and reflection are some of the areas that will be considered. . ELEMENTS OF ASSESSMENT COURSEWORK C1 100% SUBJECT ASSESSMENT PANEL Group to which module should be linked: Psychology with Sociology Professional body minimum pass mark requirement: N/A MODULE AIMS:  To enable students to produce a portfolio of evidence that supports their career, academic and personal development.  To support learners in developing, reflecting on and demonstrating skills relevant to employability and undergraduate study.  To emphasise the visibility, relevance and importance to students of graduate skills in terms of personal, academic and career development, as well as ongoing employability. ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the student will be expected to be able to: 1. Outline a selected work role or function in order to show how the experience of this role or function may contribute to personal learning 2. Consider how learning in Higher Education makes a contribution to employment 3. Identify learning opportunities presented by a period of work experience and how this learning will benefit current or future studies. 4. Set and review targets to plan the achievement of short and long term goals. 5. Identify and present information that is correctly referenced in an appropriate format. DATE OF APPROVAL: March 2013 DATE OF IMPLEMENTATION: September 2013 DATE(S) OF APPROVED CHANGE: XX/XX/XXXX

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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 104

MODULE LEADER: Melanie Simons

OTHER MODULE STAFF: Jodie Culley

Summary of Module Content • Academic literacy and research conventions in psychology/sociology • Informed reflection, self-evaluation and personal action planning in relation to academic and work-based learning • Relevant ICT competences to support academic and professional practice • Information literacy, including search strategies, identification and critical selection of reliable scholarly information

Compone nt weightin g

Comment s Include links to learning objectives

Compone nt Name

Element

Category

SUMMARY OF TEACHING AND LEARNING Activities Hours Comments/Additional Information Lectures 30 Presentations and simulations of research/ statistical methods Seminars/ Class Activities 15 Fortnightly discussion groups of issues in research design/ practice Work Based Learning 15 Work experience placement Self-directed/supported study 140 Total 200

Action Planning/ Reflection on Learning

50%

2000 word reflective log [LO5/ LO4]

Reflections on WorkBased Learning

50% 100%

2000 word reflective log [LO1/ LO2/ LO3]

Coursework

Updated by: Jodie Culley

Date: 08/09/2015

Approved by: Alastair Wilson

Date: 08/09/2015

Reading List Bedford, D., & Wilson, E. (2013). Study Skills for Foundation Degrees (2nd ed.). Abingdon: Routledge Beech, J. R. (2008). How to Write in Psychology: A Student Guide. Chichester: John Wiley & Sons Burns, T., & Sinfield, S. (2012). Essential Study Skills: The Complete Guide to Success at University. (3rd ed.). Sage Cottrell, S. (2010). Skills for Success: the Personal Development Planning Handbook (2nd ed.). Palgrave Macmillan. Greetham, B. (2013). How to Write Better Essays (3rd ed.). Palgrave Macmillan. Parson, V. (2012). Study and Communication Skills in Psychology. Oxford University Press.

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SECTION A: DEFINITIVE MODULE RECORD.. MODULE CODE: SOUD1254

CREDITS: 20 PRE-REQUISITES: N/A

MODULE TITLE: Sociology of Social Transformation and Cultural Change FHEQ LEVEL: 4

CO-REQUISITES: N/A

JACS CODE: CL83 COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: This module examines social and cultural transformations from a sociological perspective. It encourages students to use classical and contemporary social theory to explain everyday experiences and its focus is therefore upon contemporary social transformations and cultural changes. . ELEMENTS OF ASSESSMENT WRITTEN EXAMINATION COURSEWORK T1 (in-class test) 50% C1 50% SUBJECT ASSESSMENT PANEL Group to which module should be linked: Foundation Degree in Psychology with Sociology. Professional body minimum pass mark requirement: N/A MODULE AIMS:  To examine how social theory can improve common sense understandings of the social and cultural world.  To identify key contemporary social transformations and cultural changes.  To develop the ability to think theoretically in applied sociological contexts. ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the student will be expected to be able to: 1. Demonstrate a foundation in key debates in contemporary social theory. 2. Examine the advantages and disadvantages of contemporary social theory. 3. Demonstrate the ability to compare, contrast and evaluate different sociological theories. 4. Demonstrate the ability to use social theory in an applied fashion DATE OF APPROVAL: March 2013 DATE OF IMPLEMENTATION: September 2013 DATE(S) OF APPROVED CHANGE: XX/XX/XXXX

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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 104

MODULE LEADER: Joanne Jaremi

OTHER MODULE STAFF: Peter Boffey

Summary of Module Content Post -Industrialisation, Post-Modernity, Capitalism and Globalisation, The McDonaldisaton of society, The Frankfurt school and global conformity, consumerism, popular culture and ideology, risk society and social change.

Element

Compone nt Name

Comment s Include links to learning objectives

Category Written Exam

In-Class Test

100%

2 hour in class test (L01,LO2,)

Essay

100%

2000 word essay (LO3,LO4)

Coursework Updated by: Jodie Culley

Compone nt weightin g

SUMMARY OF TEACHING AND LEARNING Activities Hours Comments/Additional Information Lectures 30 Seminars/ Class Activities 25 Tutorial 5 Self-directed/supported study 140 Includes E-learning, project work and independent research Total 200

Date: 08/09/2015

Approved by: Alastair Wilson

Date: 08/09/2015

Reading List Books Giddens, A., and Sutton, P. (2013) Sociology (7th Edition). Cambridge: Polity Press Maconis, J., and Plummer, K. (2012) Sociology: A Global Introduction (5th Ed). Cambridge: Pearson Education Ltd. Miles, S. (2004) Social Theory in the Real World. London: Sage Publications. Turner, Bryan. S. (eds) The Blackwell Companion to Social Theory. Oxford: Blackwell Publishers Ltd. Fulcher, J., and Scott, J. (2007) Sociology. Oxford: Oxford University Press. Adorno, T. (2001) The Culture Industry. London: Routledge. Bell, D. (1999) The coming of a Post- Industrial Society. Berkley, Boston: Perseus Books Group. Beck, U. (1999) World Risk Society. Oxford: Blackwell Publishers Ltd. Bennett, A. (2000) Popular Music and Youth Culture. Cambridge: Palgrave. Bottommore, T. (2002) The Frankfurt School.. London: Routledge Calhoun, C. (2002) Contemporary Sociological Theory. Oxford: Blackwell Publishers Ltd. Cuff, E.C., Francis D. W., and Sharrock, W.W. (2006) Perspectives In Sociology (5thedition). London: Routledge. Dillon, M (2009) Introduction to Sociological Theory: Theorists, Concepts, and their Applicability to the Twenty-First Century. Hoboken, New Jersey: John Wiley & Sons. Programme Quality Handbook 2015-16

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Epstein, J.S. (ed) (2002) Youth Culture. Identity in a Postmodern World. Oxford: Blackwell Publishers Ltd. Frankin. J. (1998) (ed) The Politics of Risk Society. Oxford: Blackwell Publishers Ltd. Hall, S., Jefferson, T. (eds) (2006) Resistance Through Rituals. Youth Subcultures in Post War Britain. Birmingham: Centre for Contemporary Studies. Held, D., and McGrew, A. (2007) Globalization Theory Approaches and Controversies. Cambridge: Polity Press. Kivisto, P. (2013) Illuminating Social life Classical and Contemporary Theory Revisited (6th edition). London: Sage Publications. Lyon, D. (1999) Postmodernity (2nd edition). Milton Keynes; Open University Press. Kumar, K. (2005) From Post-industrial to post-Modern (2nd ed). Oxford: Blackwell Publishers Ltd. Macionis, J., and Plummer, K.(2012) Sociology, A Global Introduction (5th ed). Cambridge: Pearson. Miles, S. (2000) Youth Lifestyles in A Changing World. Milton Keynes: Open University Press. McRobbie, A. (ed) (2000) Feminism and Youth Culture: From Jackie to Seventeen. (2nd Edition). London: Palgrave Macmillan. Ritzer, G. (2007) The MacDonaldization of Society 5 (5th Revised Edition). London: Sage Publications. Nayak, A. Mary Jane (2008) Gender, Youth and Culture. Young Masculinities and Femininities. London: Palgrave Macmillan. Redhead, S. (1997) Subcultures and Clubcultures: An Introduction to popular Cultural Studies. Oxford: Blackwell Publishers Ltd. Redhead, S. (ed) (2001) The Club cultures Reader. Oxford: Blackwell Publishers Ltd. Smart, B. (ed). (1991) Resisting McDonaldization. London: Sage Publications. Strinati, D. (1999) An Introduction to Theories of Popular Culture. London: Routledge. Swingewood, A (2000) A Short History of Sociological Thought. (3rd Edition) London:Palgrave Macmillan. Journals Sociology Review (available in LRC)

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SECTION A: DEFINITIVE MODULE RECORD. MODULE CODE: SOUD1371 CREDITS: 20 PRE-REQUISITES: N/A

FHEQ LEVEL: 4 CO-REQUISITES: N/A

MODULE TITLE: Sociological Imaginations JACS CODE: C800 COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: This module provides an introduction to sociology via C Wright Mills’ idea of the 'sociological imagination'. It will explore what it is to have a 'sociological imagination' by focusing on the problems of work, community, poverty and social exclusion and religious orientation. . ELEMENTS OF ASSESSMENT Practical COURSEWORK C1 60% P1 40% SUBJECT ASSESSMENT PANEL Group to which module should be linked: Foundation Degree in Psychology with Sociology. Professional body minimum pass mark requirement: N/A MODULE AIMS:  To provide an introduction to the concept of the sociological imagination.  To develop an understanding of knowledge and of what it means to have a sociological imagination.  To develop an understanding of the sociological problems of work, community, poverty and social exclusion, or religious orientation. ASSESSED LEARNING OUTCOMES: At the end of the module the student will be expected to be able to: 1. Describe and evaluate the concept of the sociological imagination. 2. Demonstrate the difference between sociological investigation, interpretation, evaluation and common sense approaches to social issues. 3. Demonstrate the ability to compare, contrast and evaluate sociological concepts and perspectives with reference to work, community, poverty and social exclusion or religious orientation. 4. Apply the concept of the sociological imagination to the problems of work, community, poverty and social exclusion or religious orientation. DATE OF APPROVAL: March 2013 DATE OF IMPLEMENTATION: September 2013 DATE(S) OF APPROVED CHANGE: XX/XX/XXXX

Programme Quality Handbook 2015-16

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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 104

MODULE LEADER: Joanne Jaremi

OTHER MODULE STAFF:

Summary of Module Content Introduction to classical sociological theory; sociological imagination; investigating social issues; the problem of living in modern societies; the problem of work; the transformation of work; inequality, poverty and wealth; solutions to social inequality; religious belief in contemporary British society; the secularisation debate.

C1 Coursework

Updated by: Jodie Culley

Essay

50%

Presentation

50% 100%

Comment s Include links to learning objectives

Compone nt weightin g

Compone nt Name

Element

Category

2000 word essay (LO2/LO3) 20 minutes presentation (LO1/LO4)

Date: Approved by: 08/09/2015 Alastair Wilson

Date: 08/09/2015

Reading List Books Bauman, Z. & May, T. (2001) Thinking Sociologically. Oxford: Blackwell Publishers. Brown, R. (1997) The Changing Shape of Work. Basingstoke: Macmillan Press. Edgell, S. (2006) The Sociology of Work: Continuity and Change in Paid and Unpaid Work. London: Sage. Fulcher J., & Scott J. (2011). Sociology. Oxford: Oxford University Press. Giddens, A., & Sutton, P. W. (2010). Sociology: Introductory Readings. Cambridge: Polity Press. Giddens, A., & Sutton, P. W. (2013). Sociology. Cambridge: Polity Press. Stone, R. (2005). Key Sociological Thinkers. London: Palgrave Macmillan. Wright Mills, C. (1959). The Sociological Imagination. Oxford: Oxford University Press. Programme Quality Handbook 2015-16

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SECTION A: DEFINITIVE MODULE RECORD. MODULE CODE: SOUD2195

CREDITS: 20 PRE-REQUISITES: N/A

MODULE TITLE: Social, Developmental, Clinical and Learning Psychology II FHEQ LEVEL: 5

CO-REQUISITES: N/A

JACS CODE: CL83 COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: This module enables students to extend descriptive material presented in year 1 and develop a greater depth of understanding by encouraging a critical awareness of theory, research, practical application as applied to learning, clinical, social and developmental psychology. . ELEMENTS OF ASSESSMENT WRITTEN EXAMINATION COURSEWORK T1 (in-class test) 50% C1 50% SUBJECT ASSESSMENT PANEL Group to which module should be linked: Psychology with Sociology Professional body minimum pass mark requirement: N/A MODULE AIMS:  To develop an in-depth critical understanding of explanations of human behaviour in the four topic areas: explanations of social influence in social psychology; treatment of psychological disorders in clinical psychology; the development of gender identity; the psychology of learning in the context of development and clinical psychology.  To extend an understanding of the importance and impact of ethical issues in psychological research and practice. ASSESSED LEARNING OUTCOMES: At the end of the module the student will be expected to be able to: 1. Evaluate the appropriateness and effectiveness of treatments of psychological disorders. 2. Critically discuss different theories of the development of gender identity. 3. Evaluate theoretical explanations of social influence and their application. 4. Assess psychological research and practice in relation to ethical codes of conduct. DATE OF APPROVAL: March 2013 DATE OF IMPLEMENTATION: September 2013 DATE(S) OF APPROVED CHANGE: XX/XX/XXXX

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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 104

MODULE LEADER: Jodie Culley

OTHER MODULE STAFF: Melanie Simons

Summary of Module Content Gender development: Gender schema, Social-cognitive theory, Biological influences (e.g. hormones, chromosomal abnormality), Gender dysphoria, Intersex & Issues in developmental psychology (e.g. nature-nurture, idiographic-normative, continuous-discontinuous). Ethics: APA/ BPS guidelines for human / non-human animal research, Cost-benefit analyses & Socially sensitive research. Social influence: Behaviour within small groups, Behaviour within large groups, Environmental influence, Behaviour between groups, Theories of prejudice and discrimination, Reducing intergroup conflict. Treatments of psychological disorders: Learning (e.g. aversion therapy, systematic desensitisation, token economy), Biological (e.g. drug therapy, ECT, psychosurgery), Psychological (e.g. CBT, Psychoanalysis, TA).

Written exam Updated by: Jodie Culley

Comment s Include links to learning objectives

Compone nt weightin g

Compone nt Name

Coursework

Element

Category

SUMMARY OF TEACHING AND LEARNING Activities Hours Comments/Additional Information Lectures 15 Presentations of concepts/ theory/research Seminars/ Class Activities 25 Fortnightly discussion groups of key articles/ papers Tutorial 5 One-to-one assignment guidance/ feedback Self-directed/supported study 155 Total 200

Developmental Essay

100%

2000 word essay [LO2/ LO4]

Clinical/ Social timed essays

100%

120 minutes 2 essays written under exam conditions [LO1/ LO3]

Date: 08/09/2015

Approved by: Alastair Wilson

Date: 08/09/2015

Reading List Books Banyard, P., Dillon, G., Norman, C., Winder, B. (2010). Essential Psychology (2nd ed.). London: Sage Blakemore, J. E. O., Berenbaum, S. A., & Liben, L. S. (2008). Gender Development. Hove: Psychology Press Cialdini, R.B. (2014). Influence: Science and Practice (5th ed.). Harlow: Pearson. Davey, G. (2008). Psychopathology: Research, Assessment and Treatment in Clinical Psychology. Chichester: BPS Blackwell. Hogg, M. A., & Vaughan, G. M. (2010). Social Psychology (6th ed.). London: Prentice Hall. Programme Quality Handbook 2015-16

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Koocher, G. P., & Keith-Spiegel, P. (2008). Ethics in Psychology and the Mental Health Professions: Standards and Cases (3rd ed.). New York: OUP Kring, A., Johnson, S., Davison, G. C., & Neale, J. M. (2012). Abnormal Psychology (12th ed.). Chichester: John Wiley & Sons. Pratkanis, A. R., (Ed.). (2007). The Science of Social Influence: Advances and Future Progress. Hove: Psychology Press Upton, P. (2012). Developmental Psychology. Essex: Pearson. Banyard, P., Dillon, G., Norman, C., Winder, B. (2010). Essential Psychology (2nd ed.). London: Sage Useful Websites Plymouth University Portal http://intranet.plymouth.ac.uk/

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SECTION A: DEFINITIVE MODULE RECORD. MODULE CODE: SOUD2196

CREDITS: 20 PRE-REQUISITES: N/A

MODULE TITLE: Cognitive and Physiological Psychology II FHEQ LEVEL: 5

CO-REQUISITES: N/A

JACS CODE: CL83 COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: This module will examine the evolutionary approach to understanding human and non-human animal behaviour including its strengths and weaknesses. Cognitive psychology will critically consider in depth explanations of how different cognitive functions, such as memory and perception, operate. . ELEMENTS OF ASSESSMENT WRITTEN EXAMINATION COURSEWORK T1 (in-class test) 50% C1 50% SUBJECT ASSESSMENT PANEL Group to which module should be linked: Foundation Degree in Psychology with Sociology Professional body minimum pass mark requirement: N/A MODULE AIMS:  To develop a critical overview of the contribution of evolutionary processes to the genesis and maintenance of behaviour and psychological experience.  To develop in-depth understanding of competing explanations of cognitive functioning.  To enhance the use of empirical evidence as a means of evaluation. ASSESSED LEARNING OUTCOMES: At the end of the module the student will be expected to be able to: 1. Critically discuss evolutionary explanations of human and non-human animal behaviour. 2. Assess the strengths and weaknesses of explanations of perceptual processes. 3. Evaluate theoretical explanations of memory functioning and their application. DATE OF APPROVAL: March 2013 DATE OF IMPLEMENTATION: September 2013 DATE(S) OF APPROVED CHANGE: XX/XX/XXXX

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FACULTY/OFFICE: Academic Partnerships SCHOOL/PARTNER: South Devon College TERM: 13/SP/M

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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 104

MODULE LEADER: Jodie Culley

OTHER MODULE STAFF: Issy Hallam

Summary of Module Content Approaches to evolutionary psychology: Proximate and ultimate explanations, Altruism and cooperation, Kin selection and parental investment, Social brain hypothesis. Cognitive explanations of perceptual processes: The neurophysiology of the visual system, Cognitive theories of vision, Hearing, taste and smell. Theories of memory and their application: Multi-store, Levels of Processing & Working memory, Encoding and retrieval in LTM, Forgetting and Schemas, Autobiographical Memory, Prospective Memory and Eyewitness Testimony.

Compone nt weighting

Comment s Include links to learning objectives

Written Exam

Compone nt Name

Coursework

Element

Category

SUMMARY OF TEACHING AND LEARNING Activities Hours Comments/Additional Information Lectures 25 Presentations and simulations of concepts/ studies Seminars/ Class Activities 15 Fortnightly discussion groups of key articles/ papers Tutorial 5 One-to-one assignment guidance/ feedback Self-directed/supported study 155 Total 200

Evolutionary Essay

100%

2000 word essay [LO1]

Cognitive Formal InClass Test

100%

120 minutes 2 essays written under exam conditions [LO2/ LO3]

Updated by: Jodie Culley

Date: 08/09/2015

Approved by: Alastair Wilson

Date: 08/09/2015

Reading List Books Carlson, N.R. Buskist, W. Martin, G. N. (2000). Psychology the Science of Mind and Behaviour: European Adaptation. Essex: Pearson Education. Gross, R. (2005). Psychology the Science of Mind and Behaviour: 7th Ed. London: Hodder Arnold. Eysenck, M. W., & Keane, M.T. (2010). Cognitive Psychology: A Studentâ&#x20AC;&#x2122;s Handbook. (6th ed.). Hove: Psychology Press. Carlson, N.R. (2012). Physiology of Behaviour. (11th ed.). Pearson. Hayward, S. (1997). Biopsychology: Physiological Psychology. Hampshire: Macmillan. McIlveen, R. Gross, R. (1996). Biopsychology. Wiltshire: Hodder & Stoughton. Banyard, P., Dillon, G., Norman, C., Winder, B. (2010). Essential Psychology (2nd ed.). London: Sage Programme Quality Handbook 2015-16

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Buss, D. (2011). Evolutionary Psychology: The new science of the mind (4th ed.). Boston: Pearson. Hampton, S. (2009). Essential Evolutionary Psychology. London: Sage. Ling, J., Catling, J. (2012). Cognitive Psychology. Essex: Pearson. Styles, E. (2005). Attention, perception and memory: An integrated introduction. Hove: Psychology Press. Swami, V (Ed.). (2011). Evolutionary Psychology: A critical Introduction. Sussex: BPS Blackwell. Journals Applied Cognitive Psychology Behavioural Sciences and the Law British Journal of Psychology Cognition Journal of Applied Psychology Journal of Experimental Psychology Journal of Learning and Verbal Behaviour Memory Memory and Cognition Psychological Review Plymouth University Portal http://intranet.plymouth.ac.uk/

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SECTION A: DEFINITIVE MODULE RECORD. MODULE CODE: SOUD2197 CREDITS: 20 PRE-REQUISITES: N/A

MODULE TITLE: Research Methods II FHEQ LEVEL: 5

JACS CODE: CL83

CO-REQUISITES: N/A COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: This module extends understanding of practice in experimental and non-experimental psychological research methods, developing advanced research designs and extending competency in the use of SPSS computer software for statistical analysis. A critical consideration of the methodological problems associated with research practice is also covered. . ELEMENTS OF ASSESSMENT COURSEWORK C1 100% SUBJECT ASSESSMENT PANEL Group to which module should be linked: Foundation Degree in Psychology with Sociology Professional body minimum pass mark requirement: N/A MODULE AIMS:  To develop advanced skills of research design to implement experimental and nonexperimental investigations.  To design research projects appropriate for quantitative and qualitative data analysis.  To enable the use of SPSS complex statistical techniques in order to answer research questions.  To consider methodological problems in research design and strategies to address them. ASSESSED LEARNING OUTCOMES: At the end of the module the student will be expected to be able to: 1. Design and implement a research project that is appropriate for multivariate analysis. 2. Interpret quantitative data, using SPSS statistical techniques, to answer research questions. 3. Design and implement a research project that is appropriate for analysis of qualitative data, to answer research questions. 4. Evaluate investigations from a theoretical, statistical, practical and ethical standpoint. DATE OF APPROVAL: March 2013 FACULTY/OFFICE: Academic Partnerships DATE OF IMPLEMENTATION: September 2013 SCHOOL/PARTNER: South Devon College DATE(S) OF APPROVED CHANGE: XX/XX/XXXX TERM: 13/AU/M

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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 104

MODULE LEADER: Isabel Hallam OTHER MODULE STAFF: Luke Goggins Summary of Module Content SPSS analysis using appropriate statistical tests for inferential data analysis. Simple and multiple regression. The experimental manipulation of more than one independent variable in factorial designs. The analysis of variance: one factor independent and repeated measures designs; two factor independent, repeated measures and mixed designs; main effects and interaction effects; planned comparisons; the analysis of simple effects. Research methods wholly or partly qualitative in nature: interviews, case studies, observational approaches, survey research, questionnaire design. The transcription and analysis of qualitative data: thematic analysis, discourse analysis, and interpretative phenomenological analysis. Issues of validity, reliability and ethics: identifying methodological problems and strategies to address them.

Component weighting

Comments Include links to learning objectives

Component Name

Element

Category

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions} Activities Hours Comments/Additional Information Lectures 22.5 Presentations and simulations of research/ statistical methods Seminars/ Class Activities 12 Fortnightly discussion groups of issues in research design/ practice Tutorial 10.5 One-to-one assignment guidance/ feedback Self-directed/supported study 155 Total 200

Quantitative Research Methods

50%

2000 word research report [LO1/ LO2/ LO4]

Qualitative Research Methods

50% 2000 word research report [LO3] 100%

Coursework

Updated by: Jodie Culley

Date: 08/09/2015

Approved by: Alastair Wilson

Date: 08/09/2015

Reading List Coolican, H. (2009). Research Methods and Statistics in Psychology. (5th ed.). London: Hodder and Stoughton. Field, A. (2009). Discovering Statistics Using SPSS. (3rd ed.). London: Sage. Forrester, M. (Ed.). (2010). Doing Qualitative Research in Psychology: A Practical Guide. London: SAGE. Forshaw, M. (2004). Your Undergraduate Psychology Project: A BPS guide. Oxford: BPS Blackwell. Pallant, J. (2010). SPSS Survival Manual: A Step By Step Guide To Data Analysis Using SPSS. (4th ed.). Maidenhead: OUP. Sullivan, C., Gibson, S., & Riley S.C.E. (2012). Doing Your Qualitative Psychology Research Project. London: SAGE. Tabachnik, B. G., & Fidell, L. S. (2012). Using Multivariate Statistics. (6th ed.). Pearson. Programme Quality Handbook 2015-16

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SECTION A: DEFINITIVE MODULE RECORD. MODULE CODE: SOUD2198

CREDITS: 20 PRE-REQUISITES: N/A

MODULE TITLE: Individual Differences and Research Methods III FHEQ LEVEL: 5

JACS CODE: CL83

CO-REQUISITES: N/A COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: This module examines theories of individual differences and how instruments for measuring ability and personality are constructed and used. Students will construct their own scale and use this within a research study. It will also provide experience of translating research questions into research proposals in the context of a literature review. . ELEMENTS OF ASSESSMENT COURSEWORK C1 100% SUBJECT ASSESSMENT PANEL Group to which module should be linked: Psychology with Sociology Professional body minimum pass mark requirement: N/A MODULE AIMS:  This module enables students to investigate key issues and approaches to the study of personality and intelligence, and their relevance to applied settings.  To present the concepts and principles of psychometrics and explain how these impact on the selection and interpretation of tests.  To develop an understanding of the way psychological tests and scales are constructed and used.  To consolidate and extend competence in research design, and provide experience of translating research ideas into research proposals including practice of SPSS statistical analysis techniques. ASSESSED LEARNING OUTCOMES: At the end of the module the student will be expected to be able to: 1. Evaluate theories of human intelligence or human personality 2. Assess the strengths and limitations of the psychometric testing of intelligence or personality. 3. Construct, administer and evaluate a measurement scale or psychological test 4. Articulate and justify a research proposal to investigate a topic in the areas of intelligence or personality 5. Critically review psychological studies of human intelligence or personality assessing the strengths and weaknesses of published research. DATE OF APPROVAL: March 2013 DATE OF IMPLEMENTATION: September 2013 DATE(S) OF APPROVED CHANGE: XX/XX/XXXX

Programme Quality Handbook 2015-16

FACULTY/OFFICE: Academic Partnerships SCHOOL/PARTNER: South Devon College TERM: 13/SP/M

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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 104

MODULE LEADER: Melanie Simons

OTHER MODULE STAFF:

Summary of Module Content Individual Differences: phenomenon of â&#x20AC;&#x2DC;gâ&#x20AC;&#x2122;; fluid and crystallised intelligence; emotional and multiple intelligences; trait and type approaches to personality; Five-Factor Model; personality taxonomies; intelligence-personality interactionism. Psychometric Testing: types of reliability; reliability coefficients, standard error of measurement; types of validity, validity coefficient; test bias, test error; principles of test construction, item analysis; reporting scale construction. Research design and hypothesis testing; SPSS statistical techniques and analysis: multivariate design and analysis; factor analysis; regression analyses; ethics. Literature review, research proposal and report writing skills.

Updated by: Jodie Culley

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Compone nt weightin g Comment s Include links to learning objectives

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Category

SUMMARY OF TEACHING AND LEARNING Activities Hours Comments/Additional Information Lectures 15 Presentations and simulations of concepts, research/ statistical methods Seminars/ Class Activities 15 Fortnightly discussion groups of theoretical articles and issues in research design/ practice Tutorial 15 One-to-one assignment guidance/ feedback Self-directed/supported study 155 Total 200

Literature Review

100%

2,000 word literature review and research proposal [LO1/ LO4/ LO5]

Report

100%

2,000 word report [LO2/ LO3]

Date: 08/09/2015

Approved by: Alastair Wilson

Date: 08/09/2015

Reading List Coolican, H. (2009). Research Methods and Statistics in Psychology. (5th ed.). London: Hodder and Stoughton. Cooper, C. (2010). Individual Differences and Personality. (3rd ed.). London: Arnold. Forshaw, M. (2004). Your Undergraduate Psychology Project: A BPS guide. Oxford: BPS Blackwell. Maltby, J., Day, L., & Macaskill, A. (2009) Personality, Individual Differences and Intelligence. (2nd ed.). Harlow, Essex: Pearson Rust, J., & Golombok, S. (2008). Modern Psychometrics: The Science of Psychological Assessment. (3rd ed.). London: Routledge. Programme Quality Handbook 2015-16

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SECTION A: DEFINITIVE MODULE RECORD. MODULE CODE: SOUD2207

CREDITS: 20 PRE-REQUISITES: N/A

MODULE TITLE: Social Identities in Modern Societies FHEQ LEVEL: 5

CO-REQUISITES: N/A

JACS CODE: CL83 COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: Modern societies value the uniqueness of the human individual yet at the same time reproduce enduring patterns of social life. Social identities provide a way of understanding the link between the individual’s sense of self and the world out there. How stable are the links in a world characterised by social change? . ELEMENTS OF ASSESSMENT WRITTEN EXAMINATION COURSEWORK T1 (in-class test) 50% C1 50% SUBJECT ASSESSMENT PANEL Group to which module should be linked: Foundation Degree in Psychology and Sociology Professional body minimum pass mark requirement: N/A MODULE AIMS:  To identify the role of culture in the re-production of social identity  To exemplify the ways in which social identify constructs social and cultural difference  To demonstrate the application of sociological thinking to examples of social identity ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the student will be expected to be able to: 1. Demonstrate a critical understanding of sociological ways of thinking about identity. 2. Identify examples of how culture creates social identity. 3. Explain the workings of gender, race and class identities in historical and contemporary socio-cultural contexts. 4. Identify and critically engage with the distinctions between modern and postmodern identities. DATE OF APPROVAL: March 2013 DATE OF IMPLEMENTATION: September 2013 DATE(S) OF APPROVED CHANGE: XX/XX/XXXX

Programme Quality Handbook 2015-16

FACULTY/OFFICE: Academic Partnerships SCHOOL/PARTNER: South Devon College TERM: 13/AY/AU/M

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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 104

MODULE LEADER: Peter Boffey

OTHER MODULE STAFF: Joanne Jaremi

Summary of Module Content Theorising identity; exploring social identity, culture and identities, class identities, gender identities, post-modern identities, global identities, cultural politics of identity, the mass media and identity.

Written Exam Updated by: Jodie Culley

Comment s Include links to learning objectives

Compone nt weightin g

Compone nt Name

Coursework

Element

Category

Essay

100%

2000 word essay

In class test

100%

2 hour in-class test

Date: 08/09/2015

Approved by: Alastair Wilson

Date: 08/09/2015

Reading List Battani, M., Hall, J. R., & Neitz M. J (2003). Sociology on Culture. London : Routledge. Fulcher J., & Scott J. (2011). Sociology. Oxford University Press. Macionis J. and Plummer, K. (2012) Sociology: A Global Introduction (5th Ed.) Pearson. Jenkins, R. (2014). Social Identity. (4th ed.) London: Routledge. Woodward, K. (2002). Understanding Identity. London: Arnold. Giles, J. and Middleton, T. (1999). Studying Culture: A Practical Introduction. Oxford: Blackwell.

Programme Quality Handbook 2015-16

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SECTION A: DEFINITIVE MODULE RECORD. MODULE CODE: SOUD2208 CREDITS: 20 PRE-REQUISITES: N/A

MODULE TITLE: Social Change in a Modern World FHEQ LEVEL: 5

CO-REQUISITES: N/A

JACS CODE: CL83 COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: This module introduces students to a range of global social development issues, and debates the nature and meaning of social change. The course is organized around the social, economic and cultural dimensions of development and change: considered in terms of their historical and contemporary contexts, with an emphasis on differential experience across the globe. . ELEMENTS OF ASSESSMENT WRITTEN EXAMINATION COURSEWORK T1 (in-class test) 50% C1 50% SUBJECT ASSESSMENT PANEL Group to which module should be linked: Foundation Degree in Psychology with Sociology Professional body minimum pass mark requirement: N/A MODULE AIMS:  To introduce students to the concepts of social change, development and progress.  To develop their appreciation of recent issues in a number of substantive areas of sociology.  To offer students an historical context within which to evaluate the significance of contemporary social change.  To introduce and develop an ability to perceive relationships between Europe and the wider world. ASSESSED LEARNING OUTCOMES: At the end of the module the student will be expected to be able to: 1. Demonstrate a grasp of the conceptual significance of social change, development and progress. 2. Show an appropriate level of knowledge of recent trends in the development of advanced western nations 3. Have a willingness and ability to use empirical material to illuminate and evaluate theory 4. Begin to develop an appreciation of the interconnections between different social and geographical events DATE OF APPROVAL: March 2013 DATE OF IMPLEMENTATION: September 2013 DATE(S) OF APPROVED CHANGE: XX/XX/XXXX

Programme Quality Handbook 2015-16

FACULTY/OFFICE: Academic Partnerships SCHOOL/PARTNER: South Devon College TERM: 13/AY/AU/M

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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 104

MODULE LEADER: Pete Boffey

OTHER MODULE STAFF:

Summary of Module Content The theories of social change; classical and contemporary theories and globalisation The historical context of the modern world. Contemporary global development and change - topics to be selected from within each of the 4 dimensions – political, economic, social and cultural. For example: Political - nation-states, citizenship, democracy, development as freedom? United Nations – a global political institution, alternative paths of development – state socialism, Islam; Economic – rise of modern capitalism and global inequalities, poverty – relative and absolute, global flows of capital and trade, transnational corporations, global economic institutions – World Bank, IMF, WTO; Social – class, gender, equal opportunities, health and illness, women and children, the elderly, the environment, refugees and human rights, social justice, the processes and challenges faced by social development programmes; Cultural – identity, individualisation, consumerism, ‘post modernity’, and a global culture.

Written Exam Updated by: Jodie Culley

Comment s Include links to learning objectives

Compone nt weightin g

Compone nt Name

Coursework

Element

Category

Essay

100%

2000 word essay [ LO1/LO3/ LO4]

In class test

100%

2 hour in-class test [ LO1/LO2)

Date: 08/09/2015

Approved by: Alastair Wilson

Date: 08/09/2015

Reading List Cohen, R and Kennedy P (2007) Global Sociology. Basingstoke, Palgrave. Fulcher J., & Scott J. (2011). Sociology. Oxford University Press. Giddens, A., & Sutton, P. W. (2013). Sociology. Polity Press. Martell, L (2010) The Sociology of Globalization. Cambridge, Polity Miles, S. (2004). Social Theory in the Real World. Sage. Roberts, T., & Bellone Hite, A. (2006). The Globalization and Development Reader: Perspectives on Development and Social Change. Blackwell Publishing. Programme Quality Handbook 2015-16

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