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of 51 Last Saved: 14/09/2016 Plymouth University Academic Partnerships Programme Quality Handbook UK

PROGRAMME QUALITY HANDBOOK

2016 – 17

FdSc Psychology with Sociology


Contents

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

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

3. Module Records ................................................................................................................ 17


1. Welcome and Introduction to FdSc Psychology with Sociology.

Welcome to the Foundation Degree in Psychology with Sociology delivered by South Devon College. 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: - Your Institution & University Student Handbook which contains student support based information on issues such as finance and studying at HE

o Available in University News & Information on Moodle. - Plymouth University’s Student Handbook

o available at: https://www.plymouth.ac.uk/your-university/governance/student-handbook

https://www.plymouth.ac.uk/your-university/governance/student-handbook


2. Programme Specification

Awarding Institution: University of Plymouth Teaching Institution: South Devon College Accrediting Body: Not Applicable Final Award: FdSc Intermediate Awards: Cert HE Programme Title: Psychology with Sociology UCAS Code: CL83 Benchmarks QAA FDQB Foundation Degree Qualification Benchmark (2010),

Date of Approval: Admissions Criteria:

Qualification(s) Required for Entry to the FdSc

Comments

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 Entry to the FdSc

Comments

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

Irish/Scottish Highers/Advanced Highers

140 points minimum from Higher 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/wheretostart/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 Agency (ISA) / Criminal Record Bureau (CRB) clearance required

No – however you may have to provide

CRB checks for work placements.

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

http://www.ucas.com/students/wheretostart/maturestudents/courses/apl

http://www.ucas.com/students/wheretostart/maturestudents/courses/apl


sociology. 4. Fulfil the learner’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 student’s ability to apply abstract theories to underpin their explanations of social issues in modern day society.

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.

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.

A variety of methodologies employed in psychological

research incorporating statistical analysis techniques

The relationship of psychological perspectives to each

other and the impact of those from without the subject

discipline

Subject-specific terminology and its appropriate application

Primary Lectures Directed independent study Tutorials Secondary Case studies Practical Demonstrations Seminars Problem-solving exercises Guest speakers Group work Learner presentations

NB: Benchmark References

Assessment


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

Examinations, Essays, Presentations, Research Reports

B: Cognitive and Intellectual Skills Learning and Teaching Strategy/Method

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.

Primary

Class exercises

Tutorial/seminar discussions

Feedback of informal and formal assessment Secondary

Computer-based practical work on data and research problems

NB: Benchmark References QAA Benchmark Statement Psychology 2010 Sociology 2007

Assessment Examinations, Essays, Presentations, Research Reports

C: Key Transferable Skills Learning and Teaching Strategy/Method

On completion of this programme, students will be able to:

Interact effectively within a group, giving and receiving information, modifying responses where appropriate and respecting the views of others.

Evaluate their performance, developing informed criteria, and devising suitable personal development plans.

Take responsibility for their own learning, planning and managing their time effectively to achieve 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

Primary

Library and other research exercises

Group work awareness and practice

Presentations

Group and individual peer assessment

Computer-based learning and assessment

Tutorials and seminars Secondary

Class and seminar interactions and feedback

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

Assessment Examinations, Essays, Presentations, Research Reports


Sociology 2007

D: Employment Related Skills Learning and Teaching Strategy/Method

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 work-based experience and compare, contrast and critique different aspects of the experience.

Articulate a reflective and effective orientation to their professional practice.

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

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.

E: Practical Skills Learning and Teaching Strategy/Method

By the end of the programme students will have gained;

Projects

Designated tasks

Lectures and tutorials

Learning from work

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

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 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 Level 5

Module Code Module Title No. of Credits

Core / Optional

Module Code

Module Title No. of Credits

Core / Optional

SOUD1359

Social, Developmental, Clinical and Learning Psychology 1

20 Core

SOUD2195

Social, Developmental, Clinical and Learning Psychology II

20 Core

SOUD1350 Cognitive and Physiological Psychology 1

20 Core

SOUD2196 Cognitive and Physiological Psychology II

20 Core

SOUD1252 Research Methods 1

20 Core SOUD2197 Research Methods II

20 Core

SOUD1253 Developing Graduate Skills

20 Core

SOUD2198

Individual Differences and Research Methods III

20 Core

SOUD1254

Sociology of Social Transformation and Cultural Change

20 Core

SOUD2207

Social Identities in Modern Societies

20 Core

SOUD1371 Sociological Imaginations

20 Core

SOUD2208 Social Change in a Modern World

20 Core


Part Time Programme Structure for FdSc Psychology with Sociology:

Year Year 1 – Level 41 - Level 4 Year 2 Year 2 – Level 4/5- Level 4 / 5

Module Code Module Title No. of Credits

Core / Optional

Module Code


Core / Optional

SOUD1359

Social, Developmental, Clinical and Learning Psychology 1

20 Core

SOUD1253 Developing Graduate Skills (L4)

20 Core

SOUD1350 Cognitive and Physiological Psychology 1

20 Core

SOUD1254

Sociology of Social Transformation and Cultural Change (L4)

20 Core

SOUD1252 Research Methods 1

20 Core

SOUD2197 Research Methods II (L5)

20 Core

SOUD1371 Sociological Imaginations

20 Core

SOUD2198

Individual Differences and Research Methods III (L5)

20 Core

Year Year 3 – Level 53 - Level 5

Module Code


Core /Optional

SOUD2195

Social, Developmental, Clinical and Learning Psychology II

20 Core

SOUD2196 Cognitive and Physiological Psychology II

20 Core

SOUD2207 Social Identities in Modern Societies

20 Core

SOUD2208 Social Change in a Modern World

20 Core


2.1.4. Learning Outcomes Maps

Learning Outcomes Map Level 4

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:

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

Programme Aim

1,2, 3

Programme Learning Outcome

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

Related Core Modules

SOUD1359, SOUD1350, SOUD1252, SOUD1254, SOUD1255,.

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

1,2,3,4

6,7,8,9

SOUD1359, SOUD1350, SOUD1252, SOUD1254, SOUD1255,.


writing.

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:

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.

2,4,5

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

SOUD 1253, SOUD1255, SOUD1359, SOUD1252,

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

2,4,5 21,22,23 SOUD1253

Practical Skills (subject specific)

Undertake basic measurement procedures and record date using industry recognised methods.

Effective ICT use in the presentation of professional reports,

1,2,4 17, 18, 19, 20 SOUD1252, SOUD1253,


graphical representation and statistical data

Design, run, analyse and evaluate psychological and/or sociological research

Foundation Degree Intended Learning Outcomes Map Level 5

Graduate Attributes and Skills

Core Programme Intended Learning Outcomes

Programme Aim

Programme Learning Outcome

Related Core Modules

1. Knowledge/ Understanding 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.

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

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

SOUD2195, SOUD2196, SOUD2197, SOUD2198, SOUD2207, SOUD2208


2. Cognitive / Intellectual Skills (generic) 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.

1,2,3,4 6,7,8,9,10,11,12,13,14,15,16

SOUD2195, SOUD2196, SOUD2197, SOUD2198, SOUD2207, SOUD2208

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.

1,2,3

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

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


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.

2,4,5 21,22,23 SOUD2195, SOUD2197, SOUD2198

5. Practical Skills (subject specific)

Effective ICT use in the presentation of professional reports, graphical representation and statistical data

1,2,4 17, 18, 19, 20 SOUD2197, SOUD2198


3. Module Records

SECTION A: DEFINITIVE MODULE RECORD

MODULE CODE: SOUD1359 MODULE TITLE: Social, Developmental, Clinical and Learning Psychology 1

CREDITS: 20 FHEQ LEVEL: 4 JACS CODE: CL83

PRE-REQUISITES: N/A CO-REQUISITES: N/A

COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: This module provides an introduction to four areas of psychology: learning, clinical, social and developmental psychology.

.

ELEMENTS OF ASSESSMENT

COURSEWORK TEST

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 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: September 2013 SCHOOL/PARTNER: South Devon College

DATE(S) OF APPROVED CHANGE: XX/XX/XXXX

TERM: 16/17 Summer


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT

ACADEMIC YEAR: 2016/17 NATIONAL COST CENTRE: 104

MODULE LEADER: Jodie Culley OTHER MODULE STAFF: Issy Hallam

Summary of Module Content

Social Psychology:

Theories of social influence

Behaviour within groups

Behaviour between groups

Classic and recent research in social psychology

Developmental, Clinical & Learning Psychology:

Classification & diagnosis of personality disorders.

Developmental causes of personality disorders.

Biological & learning theories.

Classic and recent research in developmental psychology

SUMMARY OF TEACHING AND LEARNING

Activities Hours Comments/Additional Information

Lectures 15 Presentations and simulations of concepts/ studies

Seminars/ Class Activities 30 Fortnightly discussion groups of key articles/ papers

Tutorial 15 One-to-one assignment guidance/ feedback

Self-directed/supported study

140

Total 200

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Test T1 Social Timed Essay 100% Timed essay [LO1]

Coursework C1 Learning,

Developmental & Clinical Case Study

100%

2,000 word case study [LO2/LO3/ LO4]

Updated by: Date:

Jodie Culley 13/07/2016

Approved by: Date:

Anna Neale 02/09/16


Reading List

Social Psychology

Core Text

Hogg, M., & Vaughan, G. (2014). Social Psychology (7th ed.). Harlow: Pearson.

Other texts

Banyard, P., Dillon, G., Norman, C., Winder, B. (2010). Essential Psychology (2nd ed.). London:

Sage

Pratkanis, A. R., (Ed.). (2007). The Science of Social Influence: Advances and Future Progress.

Hove: Psychology Press

Smith, J. R., & Haslam, S. A. (Eds.). (2012). Social Psychology: Revisiting the Classic Studies.

London: SAGE.

Developmental, Learning and Clinical Psychology

Core Text

Comer, R. (2012). Abnormal Psychology: International Edition (8th ed.). New York: Worth

Publishers.

Other Texts

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.

Hart, S., Silver, D.H. (2008). Brain, Attachment, Personality: An Introduction to Neuroaffective

Development. London: Karnac Books.

Useful Websites

Plymouth University Portal

http://intranet.plymouth.ac.uk/




MODULE CODE: SOUD1350 MODULE TITLE: Cognitive and Physiological Psychology

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 PRACTICE

E1 (formally scheduled) C1 50 % P1

E2 (OSCE) C2 P2

T1 (in-class test) 50 % A1

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Psychology and Sociology


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: 04/2014 FACULTY/OFFICE: Academic

Partnerships

DATE OF IMPLEMENTATION:

09/2014 SCHOOL/PARTNER: South Devon

College

DATE(S) OF APPROVED TERM: 16/17 Autumn


CHANGE:

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



MODULE LEADER: Issy Hallam OTHER MODULE STAFF: Jodie Culley

SUMMARY of MODULE CONTENT

The physiological section of the module will provide an introduction to the structure an/d function of the brain and the subsequent impact this has on behaviour. Content will include:- The brain, Nervous System & Neuronal Activity, Endocrine System, Sleep & Stress. The cognitive section of the module will cover theories of memory their application to real life. Content will include classic memory models, working memory, episodic memory, semantic memory and false memories.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]

Scheduled Activities Hours Comments/Additional Information

Lectures 20 Presentations of concepts / studies

Seminars/ Class Activities 40 Discussion of key articles / class activities

Self-directed/supported study 140

Total 200

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Coursework C1 Physiological Psychology Poster

50% 1000 words on poster [LO1/LO2]

Written exam

E

T1 Cognitive Psychology In Class Test

50%

Take-home in-class test [LO3] 2000 words

Practice P

Updated by: Issy Hallam

Date: 4/7/16

Approved by: Jodie Culley

Date: 1/9/16


Reading List

Core text

Eysenck, M. W., & Keane, M.T. (2015). Cognitive Psychology: A Student’s Handbook. (7th ed.).

London: Psychology Press

Carlson, N.R. (2012). Physiology of Behaviour. (11th ed.). Pearson.

Supplementary text

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.

Hove: Psychology Press.

Hayward, S. (1997). Biopsychology: Physiological Psychology. Hampshire: Macmillan.

McIlveen, R. Gross, R. (1996). Biopsychology. Wiltshire: Hodder & Stoughton.


SECTION A: DEFINITIVE MODULE RECORD.

MODULE CODE: SOUD1252 MODULE TITLE: Research Methods I


PRE-REQUISITES: N/A CO-REQUISITES:

N/A

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.

.


COURSEWORK

C1 100%

SUBJECT ASSESSMENT PANEL Group to which module should be linked:

Psychology with Sociology


MODULE AIMS:

1. To introduce the scientific rationale and practice of psychological research through

active experience of the research process.

2. To introduce skills of research design to implement experimental and non-

experimental investigations.

3. To classify and organize data, using descriptive and inferential statistics, in order to

answer research questions.

4. 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:

Apply understanding of research design to implement an experimental research project in

accordance with ethical guidelines.

Apply understanding of research design to implement a research project using correlational

analysis in accordance with ethical guidelines.

Interpret data sets, using univariate SPSS statistical techniques, to answer research questions.

Demonstrate an ability to write psychological reports in an appropriate format.

DATE OF APPROVAL: March 2013 FACULTY/OFFICE: Academic

Partnerships




MODULE LEADER: Geoff Jaggs OTHER MODULE STAFF: Issy Hallam


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 inferential statistics (e.g. Wilcoxon test, Mann-Whitney test, z-tests and t-

tests of means for single sample); correlation coefficients (e.g. Pearson's, Spearman's); issues of

validity and reliability; conventions of report writing in psychology (e.g. APA).



Lectures 30 Presentations and simulations of research/

statistical methods

Seminars/ Class Activities 15 Fortnightly discussion groups of issues in research

design/ practice


Self-directed/supported

study

140

Total 200

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C1

Research

Report

50%

50%

100%

2000 word literature review (LO1/ LO2)

2000 complete report (LO3 / LO4)

Updated by: Date:

Geoff Jaggs 01/09/16

Approved by: Date:


DATE OF IMPLEMENTATION: September 2013 SCHOOL/PARTNER: South Devon

College

DATE(S) OF APPROVED CHANGE:

XX/XX/XXXX

TERM: 16/17 all year


Reading List

Core Text

Bryman, A. (2012) Social Research Methods, 4th edition. Oxford: Oxford University Press.

Additional Texts

Beech, J.R. (2008) How to Write in Psychology: A Student Guide. Chichester: John Wiley & Sons.

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.

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.



MODULE CODE: SOUD1253 MODULE TITLE: Developing Graduate Skills

CREDITS: 20 FHEQ LEVEL:4 JACS CODE: CL83

PRE-REQUISITES: N/A

CO-REQUISITES: N/A

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.

.


COURSEWORK

C1 100%



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(S) OF APPROVED CHANGE: XX/XX/XXXX TERM: 16-17 All year




MODULE LEADER: Geoff Jaggs 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 competences to support academic and professional practice • Information literacy, including search strategies, identification and critical selection of

reliable scholarly 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


140

Total 200

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C1

Action Planning / Reflection on Academic Practice Reflections on Work-Based Learning

50% 50% 100%

2000 word reflection [LO2/ LO4/LO5] 2000 word reflection [LO1/ LO2]

Updated by: Date: Geoff Jaggs 01/09/16

Approved by: Date: Jodie Culley 01/09/16

Reading List

Core Text

Burns, T., & Sinfield, S. (2012). Essential Study Skills: The Complete Guide to Success at University. (3rd ed.).

Sage


Additional Texts

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

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.



MODULE CODE: SOUD1254 MODULE TITLE: Sociology of Social Transformation and Cultural Change



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.

.


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.


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




TERM: 16-17 Summer




MODULE LEADER: Pete Boffey OTHER MODULE STAFF: Katrina Roddy

Updated by: Pete Boffey Date: 01/09/16

Approved by: Jodie Culley Date: 01/09/16

Reading List

Core Text Cuff, E.C., Francis D. W., and Sharrock, W.W. (2006) Perspectives In Sociology (5thedition). London: Routledge.

Additional Text Bell, D. (1999) The coming of a Post- Industrial Society. Berkley, Boston: Perseus Books Group. Fulcher, J., and Scott, J. (2007) Sociology. Oxford: Oxford University Press. 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.

Summary of Module Content Post -Industrialisation, Post-Modernity, Capitalism, Consumerism, Popular culture, Ideology and social change.



Lectures 35

Seminars/ Class Activities

25


140 Includes E-learning, project work and independent research

Total 200

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Written Exam

T1 In-Class Test

100%

2 hour in class test (L01,LO4,)

Coursework C1

Essay 100%

2000 word essay (LO2,LO3)



MODULE CODE: SOUD1371 MODULE TITLE: Sociological Imaginations

CREDITS: 20 FHEQ LEVEL: 4

JACS CODE: CL83

PRE-REQUISITES: N/A

CO-REQUISITES: N/A

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

Coursework C1 Practical P1

60% 40%

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Foundation Degree in Psychology with Sociology.


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: 15/09/15 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: September 2015

SCHOOL/PARTNER: South Devon College


TERM: 16-17 Autumn



ACADEMIC YEAR: 2016/17 NATIONAL COST CENTRE: S32

MODULE LEADER: Katrina Roddy OTHER MODULE STAFF: Peter Boffey


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.



Lectures 30

Seminars/ Class Activities 25

Tutorial 5

Self-directed/supported study 140 Includes E-learning, project work and independent research

Total 200

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Coursework Practical

C1 P1

Essay Presentation

60%

40% 100%

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

Updated by: Katrina Roddy Date: 29/07/16



Core text: Giddens, A., & Sutton, P. W. (2010). Sociology: Introductory Readings. Cambridge: Polity Press.

Supplementary texts:

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.

Stone, R. (2005). Key Sociological Thinkers. London: Palgrave Macmillan. Wright Mills, C. (1959). The Sociological Imagination. Oxford: Oxford University Press.

Journals

Journal of poverty and social justice http://www.policypress.co.uk/journals_jpsj.asp

The British journal of sociology

http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1468-4446

Sage Journals- Sociology

http://soc.sagepub.com/

Useful websites

Plymouth University Portal http://intranet.plymouth.ac.uk/ A review of psychological research into the causes and consequences of

poverty. https://www.jrf.org.uk/report/psychological-perspectives-poverty

A review of how poverty has been understood and analysed in contemporary political

philosophy. https://www.jrf.org.uk/report/philosophical-review-poverty

An overview of the main economic theories relating to the causes of and responses to

poverty in the UK. https://www.jrf.org.uk/report/economic-theories-poverty

A review of sociological theories on the causes of poverty

https://www.jrf.org.uk/report/sociological-perspectives-poverty


MODULE CODE: SOUD2195 MODULE TITLE: Social, Developmental, Clinical and Learning Psychology II

http://www.policypress.co.uk/journals_jpsj.asp




https://www.jrf.org.uk/report/psychological-perspectives-poverty

https://www.jrf.org.uk/report/philosophical-review-poverty

https://www.jrf.org.uk/report/economic-theories-poverty

https://www.jrf.org.uk/report/sociological-perspectives-poverty




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.

.






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.




TERM: 16/17 Autumn




MODULE LEADER: Jodie Culley OTHER MODULE STAFF: Isabel Hallam


Gender development: The biological model will be challenged by considering a range of psychological

and social factors that could be influential in the development of gender identity. Cognitive Developmental

Theory and Gender Schema Theory will be introduced and the role of social and cultural influences will be

critically evaluated as alternative explanations for gender development. This part of the module will address

the following learning outcomes:

Critically discuss different theories of the development of gender identity.

Evaluate theoretical explanations of social influence and their application.

Treatments of psychological disorders: A range of treatments for psychological disorders will be

evaluated in terms of their appropriateness and effectiveness. Treatments with a basis in Learning theory

will be considered (e.g. aversion therapy, systematic desensitisation, token economy), in addition to those

rooted in Biological theory (e.g. drug therapy, ECT, psychosurgery). Psychological talking therapies, such as

CBT, Psychoanalysis and Person Centred counselling will also be explored. Furthermore, research and practice relating to psychological treatments will be evaluated in terms of ethical codes of conduct. This

part of the module will address the following learning outcomes:

Evaluate the appropriateness and effectiveness of treatments of psychological disorders.

Assess psychological research and practice in relation to ethical codes of conduct.



Lectures 15 Presentations of concepts/ theory/research

Seminars/ Class Activities 25 Weekly discussion groups of key articles/ papers



155

Total 200

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Coursework C1

Gender Development Essay

50% 2000 word essay [LO2 / LO3]

Written exam

T1 Clinical Treatments & Research Test

50%

2 x 1 hour test questions (LO1 / LO4)

Updated by: Date: Jodie Culley 08/07/16

Approved by: Date: Anna Neale 6/9/16


Recommended Texts & Sources

Gender development

Core text

Owen Blakemore, J. E., Berenbaum, S. A., Liben, l.S. (2015). Gender Development. Sussex:

Psychology Press.

Other texts

Golombok, S., & Fivush, R. (1994). Gender Development. Cambridge; Cambridge University

Press.

Leman, P. Tenenbaum, H. (2019). Gender and Development (Current Issues in Developmental

Psychology). Sussex: Psychology Press.

Upton, P. (2012). Developmental Psychology. Essex: Pearson.

Treatments of psychological disorders:

Core text -

Comer, R. (2012). Abnormal Psychology: International Edition (8th ed.). New York: Worth

Publishers.

Other texts

Davey, G. (2014). Psychopathology: Research, Assessment and Treatment in Clinical

Psychology. West Sussex: John Wiley & Sons Ltd.

Koocher, G. P., & Keith-Spiegel, P. (2008). Ethics in Psychology and the Mental Health

Professions: Standards and Cases (3rd ed.). New York: Oxford University Press.

Kring, A., Johnson, S., Davison, G. C., & Neale, J. M. (2012). Abnormal Psychology (12th ed.).

Chichester: John Wiley & Sons.

Useful Websites Plymouth University Portal http://intranet.plymouth.ac.uk/




MODULE CODE: SOUD2196 MODULE TITLE: Cognitive and Physiological Psychology II



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.

.




SUBJECT ASSESSMENT PANEL Group to which module should be linked: Foundation Degree in Psychology with Sociology


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.




TERM: 16/17 Summer




MODULE LEADER: Issy Hallam OTHER MODULE STAFF: Jodie Culley


Approaches to evolutionary psychology: History and principles, mate selection, parental investment, anxiety/phobia and survival. Cognitive explanations of perceptual processes: The neurophysiology of the visual system, and cognitive theories of perception.

Theories of memory and their application: Memory in childhood, memory in older adults and

disorders of memory.



Lectures 25 Presentations and simulations of concepts/ studies

Seminars/ Class Activities

15 Fortnightly discussion groups of key articles/ papers



155

Total 200

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Coursework C1

Evolutionary Essay

50%

2000 word essay [LO1]

Written Exam

T1 Cognitive Formal In-Class Test

50%

Take-home test, 2000 words [LO2/ LO3]

Updated by: Issy Hallam

Date: 5/7/16

Approved by: Jodie Culley

Date: 1/9/16


Reading List

Core text

Buss, D. (2015). Evolutionary Psychology: The new science of the mind (5th ed.). Boston:

Pearson.

Eysenck, M. W., & Keane, M.T. (2010). Cognitive Psychology: A Student’s Handbook. (6th ed.).

Hove: Psychology Press.

Supplementary Texts

Banyard, P., Dillon, G., Norman, C., Winder, B. (2010). Essential Psychology (2nd ed.).

London: Sage

Carlson, N.R. Buskist, W. Martin, G. N. (2000). Psychology the Science of Mind and

Behaviour: European Adaptation. Essex: Pearson Education.

Carlson, N.R. (2012). Physiology of Behaviour. (11th ed.). Pearson.

Gross, R. (2005). Psychology the Science of Mind and Behaviour: 7th Ed. London: Hodder

Arnold.

Hayward, S. (1997). Biopsychology: Physiological Psychology. Hampshire: Macmillan.

McIlveen, R. Gross, R. (1996). Biopsychology. Wiltshire: Hodder & Stoughton. 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.

Schwartz, B. L. (2014). Memory: Foundations and applications. (2nd ed.). London: Sage



1 Definitive Module Record

MODULE CODE: SOUD2197 MODULE TITLE: Research Methods II



COMPENSATABLE: Y

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.

.


WRITTEN EXAMINATION COURSEWORK PRACTICE

E1 (Formally scheduled)

C1 100% P1

E2 (OSCE) C2 P3

T1 (in-class test) A1

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Foundation Degree in Psychology with Sociology


MODULE AIMS:

To develop advanced skills of research design to implement experimental and non-experimental 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(S) OF APPROVED CHANGE: XX/XX/XXXX TERM: 2016/17 Autumn




MODULE LEADER: Issy Hallam OTHER MODULE STAFF: Geoff Jaggs


You will develop a full psychological research project on the motivation of students using quantitative and

qualitative research methods. Having designed a questionnaire and collected your data, you will analysis the

qualitative data using thematic analysis, and the quantitative data using SPSS. Finally you will write up your

psychology research report using the standard APA format.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions}


Lectures 15 Presentations and simulations of research/ statistical methods

Seminars/ Class Activities 15 Discussion groups of issues in research design/ practice



155 (NB: 1 credit = 10 hours of learning; 10 credits = 100 hours, etc)

Total 200

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Coursework

C_

Literature review and research proposal Completed report

50%

50%

2000 word research report [LO1/ LO3] 2000 word research report [LO2, LO4]

Updated by: Date:

Issy Hallam 05/07/2016

Approved by: Date:



Reading List Core text Coolican, H. (2014). Research Methods and Statistics in Psychology. (7th ed.). London: Hodder and Stoughton. Smith, J. A. (2016). Qualitative Psychology: A practical guide to research methods. London: SAGE Supplementary text 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. Smith, J. A., Flowers, P. & Larkin, M. (2009). Interpretative Phenomenological Analysis: Theory, method and research. London: SAGE Sullivan, C., Gibson, S., & Riley S.C.E. (2012). Doing Your Qualitative Psychology Research Project. London: SAGE.



MODULE CODE: SOUD2198

MODULE TITLE: Individual Differences and Research Methods III


PRE-REQUISITES: N/A 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: FdSc Psychology with Sociology


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 IMPLEMENTATION: February 2016 SCHOOL/PARTNER: South Devon College


TERM: 16/17 Summer




MODULE LEADER: Jodie Culley OTHER MODULE STAFF: Geoffrey Jaggs

Summary of Module Content The intelligence section of the module includes: IQ, Behavioural Genetics and Social and

Emotional Intelligence. The personality section of the module includes: Trait theories and

measures, Social, romantic and performance based behaviour, Health, happiness and

psychopathology. The module will also help you to further develop your skills in the following

areas: Writing a literature review, Designing, constructing and administering a personality test,

Inputting and analysing data using SPSS.



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



155

Total 200

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Coursework

C1

Literature Review 50%

2,000 word literature review [LO1/ LO2/ LO5]

C1 Research Proposal

50%

2,000 research proposal [LO3/ LO4]

Updated by: Jodie Culley 31/08/16

Approved by: Anna Neale 02/09/16


Recommended Texts & Sources

Core text

Chamorro-Premuzic, T. (2011). Personality and Individual Differences, (2nd ed.). West Sussex:

BPS Blackwell.

Other texts

Banyard, P. Gayle, D. Norman, C. Winder, B. (2013). Essential Psychology. (2nd Ed.). London:

Sage.

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

Useful Websites

Plymouth University Portal





MODULE CODE: SOUD2207 MODULE TITLE: Social Identities in Modern Societies


PRE-REQUISITES: N/A

CO-REQUISITES: N/A

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?

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SUBJECT ASSESSMENT PANEL Group to which module should be linked: Foundation Degree in Psychology and Sociology


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.




TERM: 16/17 Autumn




MODULE LEADER: Peter Boffey OTHER MODULE STAFF: Katrina Roddy

Summary of Module Content Theorising identity; exploring social identity, culture and identities, class identities, gender identities, post-modern identities, - focus on sociology of youth sub-cultures.


Activities Hours Comments/Additional Information Scheduled Lectures/seminars/formative tutorials/student directed

45 3 hours for 15 weeks

Guided independent study 155 Guided reading and self-directed study

Total 200

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Coursework C1

Essay

100% 2000 word essay LO 1 and 4

Written Exam

T1 In class test

100%

2 hour in-class test LO 2 and 3

Updated by: Date: Pete Boffey July 2016

Approved by: Date: Jodie Culley July 2016


Reading List

Core Text:

Trowler P & Riley M (1984) Topics in Sociology, Slough, University Tutorial Press.

Social constructionism:

Frith S. ( 1986) Youth in Haralambos M (Ed) Developments in Sociology Vol. 2, Ormskirk, Causeway Press.

Marxism

Hall s. & Jefferson T (eds.) (1976) Resistance Through Rituals, London, Hutchinson

Interactionism:

Cohen S. (1980) Folk Devils and Moral Panics, Oxford, Martin Robertson.

Postmodernism:

Crook S et al (1992) Postmoderiization: Changes in Advanced Societies, London, Sage.



MODULE CODE: SOUD2208 MODULE TITLE: Social Change in a Modern

World


PRE-REQUISITES:

N/A

CO-REQUISITES:

N/A

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.

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SUBJECT ASSESSMENT PANEL Group to which module should be linked:

Foundation Degree in Psychology with Sociology


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 and 'economically less developed' societies.

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 FACULTY/OFFICE: Academic

Partnerships

DATE OF IMPLEMENTATION: September 2013 SCHOOL/PARTNER: South

Devon College

DATE(S) OF APPROVED CHANGE:

XX/XX/XXXX

TERM: 16-17 Summer



MODULE LEADER: Katrina Roddy OTHER MODULE STAFF: Pete Boffey

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



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


Self-directed/supported study 155

Total 200

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Coursework C1

Essay 50%

2000 word essay [LO3/ LO4]

Written Exam

T1 In class test

100%

2 hour in-class test [ LO1/LO2)

Updated by: Katrina Roddy Date: 01/09/16



Reading List

Core text:

Cohen, R. & Kennedy, P. (2013) Global Sociology Basingstoke: Palgrave. Supplementary texts:

Beck, U. (2015). What is globalization?. London: John Wiley & Sons.

Smelser, N. J., & Swedberg, R. (Eds.). (2010). The handbook of economic sociology. [Online] Available at: https://books.google.co.uk/books?hl=en&lr=&id=2ZAV5fCs1NcC&oi=fnd&pg=PP2&dq=economic+global+trade+sociology+&ots=p46jKsbr9n&sig=dk04x4NKkmt8vLGyiZE70RszJAI#v=onepage&q=economic%20global%20trade%20sociology&f=false

Intrilligator M. (2004) Globalisation of the World Economy: Potential Benefits and Cost and a Net Assessment, in Journal of Policy Modelling No. 26. Pp 485 – 489

Mickelthwaite J & Wooldridge A (2003) From Sarajevo to September 11th : The future of Globalisation. In Policy Review

Wallerstein I (1976) A World System Perspective on the Social Sciences. In The British Journal of Sociology. Vol. 27. No. 3. pp 343 – 352

Martell, L (2010) The Sociology of Globalization. Cambridge, Polity

Miles, S. (2004). Social Theory in the Real World. Sage.

Journals

Journal of poverty and social justice http://www.policypress.co.uk/journals_jpsj.asp The British journal of sociology http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1468-4446

Sage Journals- Sociology http://soc.sagepub.com/

Useful websites

The globalization website http://sociology.emory.edu/faculty/globalization/theories01.html

Global Transformations https://www.polity.co.uk/global/global-transformations.asp

http://www.policypress.co.uk/journals_jpsj.asp



http://sociology.emory.edu/faculty/globalization/theories01.html

https://www.polity.co.uk/global/global-transformations.asp

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