I am lecturer in cognitive psychology. Before joining Swansea University, I held positions at Southampton Solent and Sheffield Hallam. The primary focus of my research is on reading aloud and word recognition, though I also author papers in the field of cognitive neuropsychology more broadly.
This module offers an interdisciplinary approach to understanding and applying experimental design principles in Psychology by drawing on examples from a range of key domains, such as language, perception, attention, psychobiology, and mental health. Through a combination of theoretical instruction, hands-on programming workshops, and practical research exercises, students will develop a comprehensive skill set that encompasses all phases of experimental design, data collection, analysis, and interpretation.
This module provides a comprehensive overview of key approaches that can be used to develop research strategies when the focus is the individual or a small number of participants. These procedures are important when exploring the impacts of factors at the individual level, the meanings that individuals make of events (which can be critical in clinical analyses), or when searching for precise relationships between manipulations and behaviours that develop over time. A range of techniques will be covered in this module, including case studies, N = 1 designs, time series analysis, and qualitative methods that focus on the self as a participant.
This module delves into the multifaceted landscape of complex mental health conditions, focusing on psychosis, borderline personality disorder, antisocial personality disorder, psychopathy, and sexual offending behaviour. It critically examines various theoretical perspectives on the aetiology of these disorders, including biological, psychological, and social models. Additionally, the module explores how these disorders are assessed clinically. Established evidence-based treatments for complex mental health conditions and management of psychologically meaningful risk factors and pathological behaviours are reviewed. Finally, how these factors are linked to risk is addressed. Through critical analysis and discussion, students gain advanced insights into these complex mental health issues and prepare for clinical psychology practice.
This module provides an in-depth analysis of the current understanding of addiction, addictive behaviours and eating disorders. Key theoretical explanations, risk factors, maintenance and treatment of substance addiction, gambling and eating disorders are discussed.
This module explores how individual and social behaviours, motivations and concerns influence physical and mental health. The module delves into health and wellbeing psychology, highlighting the multifaceted influences across multiple perspectives, from individual motivation, civic engagement, to wider ecological contexts. Organized around the themes of intrapersonal (individual), interpersonal (community), and extrapersonal (environmental) levels, the module examines the nuanced effects on health and wellbeing, including chronic conditions, through the lens of social cognitions, psychosocial interventions, and resilience. For example, influences on health and wellbeing are explored through the ways personal motivation and social-cognitive interventions influence health-behaviour, as well as the intricate relationship between health and the climate emergency (the latter adopting an intersectional perspective that requires moving beyond individual and social framings of health and wellbeing). Engaging with theoretical frameworks and practical interventions, the curriculum prepares students for careers navigating the complex interplay of individual behaviours, community dynamics, and environmental factors in health. This approach offers an in-depth exploration of how behaviours and the broader community and environmental contexts influence health and wellbeing, exploring specific aspects and applications as the course progresses.
This module focuses on the interplay between neurological changes and traumatic experiences as a key field in understanding and interpreting behaviours across the lifespan. This involves exploring how behavioural and cognitive mechanisms underlying adaptive function are impacted by events such as adverse childhood experiences, neurodevelopmental brain insults, traumatic brain injury, and neurodegenerative problems. The aims are both achieving a detailed understanding of clinical presentations, and targeting appropriate interventions for each case. Students will learn about the functional anatomy of the human brain (both limbic and cortical areas), how these regions are implicated in behavioural and cognitive regulation, and how such information informs methods of clinical psychology. Students will also be introduced to key clinically-based theories underpinning our understanding of neuropsychological syndromes, such as aphasia, amnesia, ASD, and attachment disorders. Additionally, they will learn about the drivers of rehabilitation methodologies available for such populations, and the means by which appropriate interventions can be selected.
This module provides coverage of statistical analysis via a practical/conceptual rather than a theoretical approach. Instruction is given in the use of computer statistical package. The objective of this approach is to ensure competency in the understanding of measurement theory, and the performance of nonparametric statistics for hypothesis testing. The course will lead to the ability to perform analysis of variance, and advanced multivariate statistical analysis through a computer package, and enable interpretation of such statistics.
This module provides an in depth analysis of the current understanding of eating disorders (anorexia nervosa, bulimia nervosa, binge eating disorder and night eating syndrome). Key risk factors, maintenance and treatment of eating disorders are discussed. Finally the argument that obesity should be considered an addiction and/or an eating disorder is critically considered.
This module provides an in depth analysis of the current understanding of eating disorders (anorexia nervosa, bulimia nervosa, binge eating disorder and night eating syndrome). Key risk factors, maintenance and treatment of eating disorders are discussed. Finally the argument that obesity should be considered an addiction and/or an eating disorder is critically considered.
The research module will involve constructing and executing a substantial research project, usually conducted in connection to an abnormal and clinical research topic/theme. Previous research projects have spanned various applicable clinical settings linked to NHS trusts, mental health charities, forensic units and topics generated by academics based within the department of psychology. We also encourage students who come to the program with connections as a consequence of previous professional experience, to undertake projects that are linked to interests they have already established.
The research module will involve constructing and executing a substantial research project, usually conducted in connection to an abnormal and clinical research topic/theme. Previous research projects have spanned various applicable clinical settings linked to NHS trusts, mental health charities, forensic units and topics generated by academics based within the department of psychology. We also encourage students who come to the program with connections as a consequence of previous professional experience, to undertake projects that are linked to interests they have already established.
Psychopathy is a severe personality disorder strongly associated with violence and antisocial behaviour and places a large demand on both mental health services, and the judiciary system. The module will cover the measurement of psychopathy, the aetiology of psychopathic traits, and models of psychopathic behaviour from a biopsychosocial viewpoint. Sexual offending is a major societal problem. The module will examine how deviant sexual interests may occur, and how these might be measured. The issues of the assessment of risk posed by sexual offenders and the management/treatment of offenders will be discussed.
Psychopathy is a severe personality disorder strongly associated with violence and antisocial behaviour and places a large demand on both mental health services, and the judiciary system. The module will cover the measurement of psychopathy, the aetiology of psychopathic traits, and models of psychopathic behaviour from a biopsychosocial viewpoint. Sexual offending is a major societal problem. The module will examine how deviant sexual interests may occur, and how these might be measured. The issues of the assessment of risk posed by sexual offenders and the management/treatment of offenders will be discussed.
Cognitive neuropsychology is a key field that marries together the fields of cognitive psychology and clinical neuropsychology. It involves the utilisation of cognitive models of normal function to understand the cognitive impairments seen in brain damaged populations - with the aims of both achieving a detailed understanding of the presentation profile of a case study and targeting appropriate intervention for the case in question. Students will learn about the functional anatomy of the human cerebral cortex and how such information links to the primary methods of cognitive neuropsychology. Students will also be introduced to key clinically based theories underpinning our understanding of neuropsychological syndromes such as aphasia and amnesia ¿ an understanding the drives the rehabilitation methodologies available for brain damaged populations, and the means by which appropriate interventions can be selected.
Cognitive neuropsychology is a key field that marries together the fields of cognitive psychology and clinical neuropsychology. It involves the utilisation of cognitive models of normal function to understand the cognitive impairments seen in brain damaged populations - with the aims of both achieving a detailed understanding of the presentation profile of a case study and targeting appropriate intervention for the case in question. Students will learn about the functional anatomy of the human cerebral cortex and how such information links to the primary methods of cognitive neuropsychology. Students will also be introduced to key clinically based theories underpinning our understanding of neuropsychological syndromes such as aphasia and amnesia ¿ an understanding the drives the rehabilitation methodologies available for brain damaged populations, and the means by which appropriate interventions can be selected.
This module provides a comprehensive overview of the statistical methods and research designs used in applied clinical and health psychology. The module examines the parameters of ethical research practice and introduces students to the key concepts and a limited number of qualitative methods commonly used in applied psychology.
The module will involve planning, conducting, and reporting a substantial piece of cognitive neuroscience research of relevance to any discipline within cognitive neuroscience. It is intended that the dissertation will take the form of a scientific paper combined with a reflective review of the process of conducting the research.
This module will examine the development, maintenance and treatment of affective disorders (anxiety and depression) along with related trauma responses such as post-traumatic stress disorder. The module will consider these presentations from biological/genetic, social/familial, and psychological explanatory frameworks. It will also critically review established and emergent theory-driven interventions.
This module will examine the development, maintenance and treatment of affective disorders (anxiety and depression) along with related trauma responses such as post-traumatic stress disorder. The module will consider these presentations from biological/genetic, social/familial, and psychological explanatory frameworks. It will also critically review established and emergent theory-driven interventions.
This module outlines the major principles and applications of behavioural psychology. It covers the basic concepts underlying the approach to psychology, and covers contemporary developments in the field, and their applications in a clinical and educational context. In also covers the principles of functional assessment and analysis. Many of the applied examples given regarding behavioural intervention are concerned with Autism Spectrum Disorders, and other developmental disorders, but other examples drawn from adult fields are also given. The core components of empirically-validated interventions are emphasised.
This module outlines the major principles and applications of behavioural psychology. It covers the basic concepts underlying the approach to psychology, and covers contemporary developments in the field, and their applications in a clinical and educational context. In also covers the principles of functional assessment and analysis. Many of the applied examples given regarding behavioural intervention are concerned with Autism Spectrum Disorders, and other developmental disorders, but other examples drawn from adult fields are also given. The core components of empirically-validated interventions are emphasised.
The module addresses the psychology associated with vulnerability to and protection from chronic physical disease. The narrative across the module begins with consideration of motivational issues associated with health-related behaviors. It then considers issues of adaptation to illness such as stress and coping, and psychological interventions for reducing distress and promoting wellbeing. This module is particularly suited to students who want to pursue a career as a health professional.
The module addresses the psychology associated with vulnerability to and protection from chronic physical disease. The narrative across the module begins with consideration of motivational issues associated with health-related behaviors. It then considers issues of adaptation to illness such as stress and coping, and psychological interventions for reducing distress and promoting wellbeing. This module is particularly suited to students who want to pursue a career as a health professional.
This module will focus on the key skills required in the practice of psychotherapy and their use in clinical contexts. It focuses on the development of theory-based clinical formulation and interventions using cognitive behavioural and third wave strategies of change. It also provides practice in the use of core skills involved in formulation development and treatment. The module will translate a theoretical understanding of psychological disorders to a more clinical case relevant understanding. Students will learn about the key elements of second and third wave cognitive behavioural therapies both from a theoretical and practical perspective. This module is appropriate for students wishing to pursue a career in clinical, health or other abnormal psychological fields.
This module will focus on the key skills required in the practice of psychotherapy and their use in clinical contexts. It focuses on the development of theory-based clinical formulation and interventions using cognitive behavioural and third wave strategies of change. It also provides practice in the use of core skills involved in formulation development and treatment. The module will translate a theoretical understanding of psychological disorders to a more clinical case relevant understanding. Students will learn about the key elements of second and third wave cognitive behavioural therapies both from a theoretical and practical perspective. This module is appropriate for students wishing to pursue a career in clinical, health or other abnormal psychological fields.
This module provides an introduction into basic human functional neuroanatomy. Students will learn about the principles underlying the anatomical organisation and functional segregation of the human brain. Evolutionary and developmental origins of brain structure and function, as well as the relation between brain structure and function will be discussed.
Non-invasive brain stimulation techniques provide the means to directly influence the way the brain behaves, and have therefore received much attention in cognitive and clinical domains. The module provides a comprehensive overview of the use of such methodology as part of cognitive neuroscience research. Topics covered during the module include: rationale for the use of brain stimulation and effective experimental design, distinctions between the various techniques and the inferences each method enables us to make, practical considerations when running brain stimulation research, and analysis of the results.
Brain recording, specifically electroencephalography (EEG), provides the means to directly monitor and measure electrical activity of the brain over time. The module provides a comprehensive overview of the use of such methodology as part of cognitive neuroscience research. Topics covered during the module include: rationale for the use of EEG and effective experimental design, distinctions between the various techniques and the inferences each method enables us to make, practical considerations when running brain recording research, and analysis of the results. The module builds upon the Experimental Design I module.
Neuroimaging techniques provide the means to measure brain activity and brain structure, and have therefore received much attention in cognitive and clinical domains. The module provides a comprehensive overview of the use of such methodology as part of cognitive neuroscience research. Topics covered during the module include: rationale for the use of neuroimaging and effective experimental design, distinctions between the various techniques and the inferences each method enables us to make, practical considerations when running neuroimaging research, and analysis of the results. This module further builds upon previous modules Experimental Design I and II.
Electroencephalography (EEG) makes it possible to record the brain¿s function in vivo. This module will give students an introduction to the preprocessing and analysis of EEG data with a focus on event-related potentials (ERPs). Students will learn about the preprocessing and analysis of EEG data, and learn how to use popular software, such as the toolbox EEGLab which relies on the software MATLAB.
This module will give students the foundation skills necessary to understand, design and execute research in psychology, and to interpret and report research results. The approach is a focus on research practices that improve transparency and reproducibility. The skills developed in this module include: generating research hypotheses, causal inference, internal and external validity, construct validity, survey methods and questionnaire design, experimental setting and web-based data collection, ethics and fraud, statistical power and research reproducibility, systematic review of the literature, meta-analysis. The module will assess how students apply these skills in critical analyses and a research proposal containing the rationale and the methods sections for the students¿ MSc dissertation.
This module will give students the foundation skills necessary to understand, design and execute research in psychology, and to interpret and report research results. The approach is a focus on research practices that improve transparency and reproducibility. The skills developed in this module include: generating research hypotheses, causal inference, internal and external validity, construct validity, survey methods and questionnaire design, experimental setting and web-based data collection, ethics and fraud, statistical power and research reproducibility, systematic review of the literature, meta-analysis. The module will assess how students apply these skills in critical analyses and a research proposal containing the rationale and the methods sections for the students¿ MSc dissertation.
The module provides a comprehensive overview of the critical issues in cognitive neuroscience, the scientific study of the underlying biological processes of cognition, e.g., memory, language, and emotion processing. Specific focus will be given to functional and structural neuroimaging, electroencephalography, and brain stimulation. Current research issues (e.g., brain-behaviour interactions, appropriate experimental design, modularity vs. brain connectivity) will be discussed and supplemented with recent peer-reviewed journal articles. Class participation in presenting and critiquing these articles is expected.
Recently, psychology has undergone a replication crisis, meaning many established results are not statistically robust, compromising the integrity of psychology as a science. This module provides a comprehensive overview of these issues and introduction to reproducible analysis workflows. Students will learn to use the general purpose programming language Python, utilising it to manipulate, model, and visualise their data, and ensuring that their research reports are accurate and transparent
Consisting of an extra-curricular workshop series, this is a non-credit bearing academic skills and development module for postgraduate Psychology students. The workshop series will deliver useful information to help MSc students adapt, successfully transition, and thrive as postgraduate students at Swansea University. The workshop series will cover a range of topics to support students¿ academic, personal, and professional development.
Consisting of an extra-curricular workshop series, this is a non-credit bearing academic skills and development module for postgraduate Psychology students. The workshop series will deliver useful information to help MSc students adapt, successfully transition, and thrive as postgraduate students at Swansea University. The workshop series will cover a range of topics to support students¿ academic, personal, and professional development.
This module examines approaches to assessment and formulation within criminal justice and forensic mental health settings. Drawing on best practice evidence, this module provides students with knowledge and skills relating to assessment and formulation processes including assessment and interviewing methods, sources of bias, engagement and motivation and models of formulation and case conceptualization. Throughout this module, students will apply their learning to fictitious cases and scenarios through discussions, group tasks and mock clinical interview scenarios.
This module provides a comprehensive overview of key qualitative and quantitative methods used in basic and applied research. The module examines the philosophy of scientific research, introduces students to central concepts of statistical significance, power, and saturation. It examines both nonparametric and parametric approaches to statistically analyse data, as well as providing techniques that can be used to analyse qualitative methods commonly used in psychology.
This module will provide the research methods skills necessary to understand, design and execute empirical experimental research in psychology, and to interpret and report the results, with a particular focus on practices that improve transparency and reproducibility. It will examine the process of causal inference, internal and external validity, construct validity, survey design and web-based data collection, ethics and fraud, statistical power and research reproducibility, and communicating research (e.g., writing principles, oral presentations, poster design, public engagement). The course will assess how students apply these skills in a) critical analysis and planning empirical research that aims to improve completed work, and b) communicating psychology research to a general audience.
This module provides a comprehensive overview of the theory and practice of modern statistical inference in psychology. The module will examine a range of key topics in measurement and modelling, starting with concepts drawn from psychometrics, such as classical test theory and factor analysis, before introducing clustering and network approaches. Students will be introduced to the general linear model and its extensions to hierarchical, binary, and count data, and will consider biases and paradoxes in inference. All of these concepts will be tackled with hands-on examples using the Python programming language.
This module will introduce Psychology students to foundational concepts in statistics and research methods. Students will be introduced to the British Psychological Society¿s ethical principles, and will explore ethics in research through the study of historical case studies of problematic research. This module will cover experimental and observational research designs, and how we can measure psychological constructs such as traits, attitudes, and emotions. Students will receive a solid grounding in statistical theory, and will learn to summarise, present, analyse, and interpret data. Additionally, through small group sessions led by their Personal Academic Mentor, students will develop key academic skills, including literature searching, essay planning and writing, oral presentation skills, making use of feedback, and academic referencing.
Cyflwyna¿r modiwl hwn fyfyrwyr Seicoleg i gysyniadau sylfaenol mewn ystadegau a dulliau ymchwil. Caiff myfyrwyr eu cyflwyno i egwyddorion moesegol cymdeithas Seicolegol Prydain, gan archwilio moeseg mewn ymchwil trwy astudio astudiaethau achos hanesyddol o ymchwil broblemus. Bydd y modiwl hwn yn ymdrin â dyluniadau ymchwil arbrofol ac arsylwadol, a sut y gallwn fesur lluniadau seicolegol megis nodweddion, agweddau ac emosiynau. Bydd myfyrwyr yn derbyn heory gadarn mewn heory ystadegol, ac yn dysgu crynhoi, cyflwyno, dadansoddi a dehongli data. Yn ogystal, fesul sesiynau gr¿p bach dan arweiniad eu Mentor Academaidd Personol, bydd myfyrwyr yn datblygu sgiliau academaidd allweddol, gan gynnwys chwilio llenyddiaeth, cynllunio traethodau ac ysgrifennu, sgiliau cyflwyno llafar, defnyddio adborth, a chyfeiriad academaidd.
In this module, students will conduct a research study, which they will report in the form of a scientific paper. In addition, through weekly sessions with their Personal Academic Mentor, students will begin to consider their professional development. In these sessions, students will complete activities that will allow them to pursue the Career Development Course (CDC) provided by the Swansea Employability Academy.
Yn y modiwl hwn, bydd myfyrwyr yn cynnal astudiaeth ymchwil, y byddant yn adrodd arni ar ffurf papur gwyddonol. Yn ogystal, trwy sesiynau pythefnosol gyda'u Mentor Academaidd Personol, bydd myfyrwyr yn dechrau ystyried eu datblygiad proffesiynol. Yn y sesiynau hyn, bydd myfyrwyr yn cwblhau gweithgareddau a fydd yn caniatáu iddynt ddatblygu cynllun gyrfa a nodi ffyrdd y gallant gael profiad defnyddiol. Yn y sesiynau hyn, bydd myfyrwyr yn cwblhau gweithgareddau a fydd yn caniatáu iddynt ddilyn y Cwrs Datblygu Gyrfa (CDC) a ddarperir gan Academi Cyflogadwyedd Abertawe.
The module introduces key theoretical and methodological issues in two main areas of cognitive psychology: Attention, and Perception. Following a historical review of cognitive psychology, the students are introduced to research topics surrounding each of these areas of cognition. The module will introduce students to the different methodologies used during the past 50 years to study cognition and later concentrate on discussing the basic perceptual and attentional processes. This module also explores in more depth the current research topics and the rigorous scientific debates surrounding these areas of cognition. The module will concentrate on the way modern methodologies can be used to probe mental capabilities and discover facts about the way our brains receive, process and act upon information from different sensory modalities.
This module introduces students to the major theories and empirical issue in social and developmental psychology. The social psychology component of the module covers core topics such as: attitudes; attributions; conformity and obedience; person perception; interpersonal attraction; stereotypes, prejudice, and discrimination. The developmental psychology component addresses issues such as: infancy and early social development, and theories of cognitive development in infancy and childhood.
This module provides an introduction to biological psychology and the influence of the biological approach on the wider discipline of psychology. Through a series of lectures and tutorials this module will consider the structure and function of the brain and central nervous system and how they underpin human behaviour. The importance of understanding the role of hormones and neurotransmitters on physiology and behaviour as well as the biological basis of individual differences will be covered. These fundamental elements will be explored through by key topics such as emotions, motivated behaviour, language, sleep, learning and memory, and schizophrenia. The importance of understanding evolutionary psychology and gene environment interactions will also be integrated throughout the module.
This module examines (i) individual differences in intelligence and personality and (ii) clinical psychology, or psychopathology. Theoretical accounts of the structure of personality (trait vs factor approaches) will be examined along with the development of personality (learning vs psychoanalytic approaches) and personality assessment. Historical approaches to the measurement of intelligence and genetic and environmental determinants of intelligence will be covered taking a critical perspective. Then focusing on clinical psychology the module will examine how we define `atypical¿ behaviour, along with the explanations of such behaviour including learning theory, biology and genetics, and psychoanalytic explanations. The symptoms of some of the principle disorders of behaviour will be delineated including schizophrenia, mood disorders and personality disorders.
This module will introduce Psychology students to foundational concepts in statistics and research methods. Students will be introduced to the British Psychological society¿s ethical principles, and will explore ethics in research through the study of historical case studies of problematic research. This module will cover experimental and observational research designs, and how we can measure psychological constructs such as traits, attitudes, and emotions. Students will receive a solid grounding in statistical theory, and will learn to summarise, present, analyse, and interpret data. Additionally, through small group sessions led by their Personal Academic Mentor, students will develop key academic skills, including literature searching, essay planning and writing, oral presentation skills, making use of feedback, and academic referencing.
Cyflwyna¿r modiwl hwn fyfyrwyr Seicoleg i gysyniadau sylfaenol mewn ystadegau a dulliau ymchwil. Caiff myfyrwyr eu cyflwyno i egwyddorion moesegol cymdeithas Seicolegol Prydain, gan archwilio moeseg mewn ymchwil trwy astudio astudiaethau achos hanesyddol o ymchwil broblemus. Bydd y modiwl hwn yn ymdrin â dyluniadau ymchwil arbrofol ac arsylwadol, a sut y gallwn fesur lluniadau seicolegol megis nodweddion, agweddau ac emosiynau. Bydd myfyrwyr yn derbyn heory gadarn mewn heory ystadegol, ac yn dysgu crynhoi, cyflwyno, dadansoddi a dehongli data. Yn ogystal, fesul sesiynau gr¿p bach dan arweiniad eu Mentor Academaidd Personol, bydd myfyrwyr yn datblygu sgiliau academaidd allweddol, gan gynnwys chwilio llenyddiaeth, cynllunio traethodau ac ysgrifennu, sgiliau cyflwyno llafar, defnyddio adborth, a chyfeiriad academaidd.
In this module, students will conduct two research studies, which they will report in the form of two scientific papers. In addition, through weekly sessions with their Personal Academic Mentor, students will begin to consider their professional development. In these sessions, students will complete activities that will allow them to pursue the Career Development Course (CDC) provided by the Swansea Employability Academy.
Yn y modiwl hwn, bydd myfyrwyr yn cynnal dwy astudiaeth ymchwil, y byddant yn adrodd arnynt ar ffurf dau bapur gwyddonol. Yn ogystal, fesul sesiynau pythefnosol gyda'u Mentor Academaidd Personol, bydd myfyrwyr yn dechrau ystyried eu datblygiad proffesiynol. Yn y sesiynau hyn, bydd myfyrwyr yn cwblhau gweithgareddau a fydd yn caniatáu iddynt ddatblygu cynllun gyrfa a nodi ffyrdd y gallant gael profiad defnyddiol. Yn y sesiynau hyn, bydd myfyrwyr yn cwblhau gweithgareddau a fydd yn caniatáu iddynt ddilyn y Cwrs Datblygu Gyrfa (CDC) a ddarperir gan Academi Cyflogadwyedd Abertawe.
The module introduces key theoretical and methodological issues in two main areas of cognitive psychology: Attention and Perception. Following a historical review of cognitive psychology, the students are introduced to research topics surrounding each of these areas of cognition. The module will introduce students to the different methodologies used during the past 50 years to study cognition and later concentrate on discussing the basic perceptual and attentional processes. This module also explores in more depth the current research topics and the rigorous scientific debates surrounding these areas of cognition. The module will concentrate on the way modern methodologies can be used to probe mental capabilities and discover facts about the way our brains receive, process and act upon information from different sensory modalities.
This module introduces students to the major theories and empirical issues in social and developmental psychology. The social psychology component of the module covers core topics such as: attitudes; attributions; conformity and obedience; person perception; interpersonal attraction; stereotypes, prejudice, and discrimination. The developmental psychology component addresses issues such as: infancy and early social development, and theories of cognitive development in infancy and childhood.
This module provides an introduction to biological psychology and the influence of the biological approach on the wider discipline of psychology. Through a series of lectures and tutorials this module will consider the structure and function of the brain and central nervous system and how they underpin human behavior. The importance of understanding the role of hormones and neurotransmitters on physiology and behavior as well as the biological basis of individual differences will be covered. These fundamental elements will be explored through key topics such as emotions, motivated behavior, language, sleep, learning and memory, and schizophrenia. The importance of understanding evolutionary psychology and gene environment interactions will also be integrated throughout the module.
This module examines (i) individual differences in intelligence and personality and (ii) clinical psychology , or psychopathology. Theoretical accounts of the structure of personality (trait vs factor approaches) will be examined along with the development of personality (learning vs psychoanalytic approaches) and personality assessment. Historical approaches to the measurement of intelligence and genetic and environmental determinants of intelligence will be covered taking a critical perspective. Then focusing on clinical psychology the module will examine how we define `atypical¿ behaviour, along with the explanations of such behaviour including learning theory, biology and genetics, and psychoanalytic explanations. The symptoms of some of the principle disorders of behaviour will be delineated including schizophrenia, mood disorders and personality disorders.
The module provides an in depth look at the cognitive processes underlying important higher level functions such as language, thinking, problem solving, reasoning and making decisions. The module will cover a series of topics related to the organisation and function of memory, the most important and hotly debated issues in psycholinguistics, including how children acquire language, how language is processed in the adult mind with particular emphasis on reading, spelling dyslexia and bilingualism, and the way in which humans make judgments, reach decisions and resolve problems and puzzles by examining the research evidence and exploring the classical and current theories.
The first half of the module will explore age related changes in cognitive and moral development from early infancy to late adolescence. It will also consider the other major changes that occur in adolescence including social, biological, and neurological changes and how this might impact on normative development in this sensitive period. The second half will deal with health ageing in comparison to age-related disorders such as mild cognitive impairment and dementia. These issues will be considered in terms of brain anatomy and function as well as the effect on the individual and society. Current methods in ageing and developmental research will also be discussed.
The module provides an in depth look at the complex relationship between brain function (from the level of single neurons through to whole brain systems) and behaviour (of humans and other animals). The module will provide a grounding in the basic principles of learning theory and how these are applied in psychology and neuroscience research. We will explore how the brain responds and adapts to the external environment, the how genes and environment interact and the impact this has on brain function and behaviour in the context of stress, obesity, pain and motivation and emotion. We will also look at how recreational drugs affect the brain and what the consequences of drug taking are for human behaviour.
This module explores major theories and empirical issue in the areas of social psychology and individual differences. It focuses on the study of how individuals differ from each other (such as personality traits) and how individual and social factors affect behaviour (such as ethnocentrism, group performance and pro-social behaviour). Classical and contemporary theory and research relevant to a range of social psychological and individual difference issues are explored such as group behaviour, attitudes, and personality. Social psychology content is structured under the broad thematic umbrellas of intra-personal (individual-level) and inter-personal (group-level) processes. In exploring individual differences, the module looks at issues such as behavioural genetics, personality and intelligence. In examining the person in the social context, the module explores individual motivation in the form of attitudes and evaluations. The module addresses key questions such as `How do attitudes influence our behaviour?¿, `What is the contribution of nature vs. nurture to individual differences?¿, and `What makes people aggressive?¿
This module is designed to further develop quantitative and qualitative methods and statistics for psychologists to prepare students for their final year independent research project. Students will be introduced to using the statistical software package JASP for quantitative analysis and students will learn how to design mini-projects, apply appropriate statistical tests, and interpret and present data. Students will also be introduced to qualitative research methods. The module also covers research ethics, the nature of good experimental design, how to control for confounding factors and the need for replicability and reliability in scientific research.
Mae'r modiwl hwn wedi'i gynllunio i ddatblygu dulliau ac ystadegau meintiol ac ansoddol ymhellach i seicolegwyr er mwyn paratoi myfyrwyr ar gyfer eu prosiect ymchwil annibynnol blwyddyn olaf. Caiff myfyrwyr eu cyflwyno i ddefnyddio'r pecyn meddalwedd ystadegol JASP ar gyfer dadansoddiad meintiol a bydd myfyrwyr yn dysgu sut i ddylunio prosiectau bach, cymhwyso profion ystadegol priodol, a dehongli a chyflwyno data. Bydd myfyrwyr hefyd yn cael eu cyflwyno i ddulliau ymchwil ansoddol. Mae'r modiwl hefyd yn ymdrin â moeseg ymchwil, natur dyluniad arbrofol da, sut i reoli am ffactorau dryslyd a'r angen am ddyblygu a dibynadwyedd mewn ymchwil wyddonol.
This module is designed to further develop quantitative methods and statistics for psychologists to prepare students for their final year independent research project and follows directly from Research and Experimental Methods I. Students will study advanced multivariate techniques and deal with complex experimental designs. Students will also explore issues and current trends in research methods such as open science and big data.
Cynlluniwyd y modiwl hwn i ddatblygu ymhellach ddulliau ac ystadegau meintiol ac ansoddol i seicolegwyr baratoi myfyrwyr ar gyfer eu prosiect ymchwil annibynnol blwyddyn olaf. Caiff myfyrwyr eu cyflwyno i ddulliau dadansoddi meintiol mwy datblygedig gan ddefnyddio'r pecyn meddalwedd ystadegol JASP, yn cynnal prosiectau bach er mwyn atgyfnerthu'r dulliau dadansoddi newydd trwy gymhwyso profion ystadegol priodol, a dehongli a chyflwyno data. Bydd myfyrwyr hefyd yn archwilio materion a thueddiadau cyfredol ansoddol mewn dulliau ymchwil fel gwyddoniaeth agored a data mawr.
Employability Skills and Year in Industry Preparation is a non-credit bearing module that is designed to prepare students for Year in Industry. This module will focus on the underpinning and fundamental requisites required to gain, enter and progress effectively through an industrial placement. The module will offer personal and practical support in the application of Year in Industry placement. TB1 ¿ This will comprise of 5 taught sessions that will allow students to recognise and develop employability skills; understand how to reflect and maximise the placement experience. TB2 ¿ Fortnightly one-to-one meetings with careers consultant for support and guidance in securing a placement, checking on the application progress and completing required Year in Industry paperwork and DBS checks (if required).
The first half of the module will explore age related changes in cognitive and moral development from early infancy to late adolescence. It will also consider the other major changes that occur in adolescence including social, biological, and neurological changes and how this might impact on normative development in this sensitive period. The second half will deal with health ageing in comparison to age-related disorders such as mild cognitive impairment and dementia. These issues will be considered in terms of brain anatomy and function as well as the effect on the individual and society. Current methods in ageing and developmental research will also be discussed.
Scientific study of social cognition offers a window into how we perceive and understand each other and has allowed scientists to gain core insights into the organisation of the mind and brain. Social cognition is a set of mental abilities that allow us to communicate with and understand one another. This module is concerned with understanding social cognition from multiple theoretical viewpoints. We will draw upon experimental psychology, cognitive neuroscience, clinical case studies, social psychology, developmental science, and philosophy in order to tackle the fundamental question of how we perceive one another. How does our social mind shape our cognitive abilities? Are we ¿wired¿ to be social creatures? Do we have unconscious social biases? What happens when our social abilities fail to develop or break down due to disease? We will focus on basic social-cognitive processes including face perception, first impressions, imitation, theory of mind, love/attraction and pain. This module is appropriate for anyone who is interested in the link between the mind and the brain, and how we can apply this knowledge to understand how we perceive individuals and our wider social groups.
This module starts with a 5-day intensive teaching week covering the key skills that are essential in the workplace (Self-management, business and customer awareness, team-working, communication, problem solving & psychological literacy). Three of these days will consist of face-to-face lectures, and two will involve the completion of online learning packs. Following this, a work-placement (70+ hours) will be undertaken which can be spread-out over a number of weeks (e.g., one day per week) or over a shorter time period (alternative working patterns can be made in agreement with the module leader). Students can self-sourcing a placement for this or be allocated a placement pre-sourced by the faculty for this course. Support, including signposting, will be available to help facilitate self-sourcing. Eligibility/ selection criteria for the module: 1. Completed the Career Development Course 2. Supporting statement describing why students want to select this module and hope to gain from it (300 ¿ 500 words). 3. Completion of a placement preference questionnaire (if not self-sourcing) 4. A Curriculum Vitae. 5. Attendance record throughout their degree (If mitigating circumstances have affected attendance, these will be considered during selection).
This module will examine the way that cognitive psychological theory has been (or perhaps, should be) applied to teaching and assessing students in schools and universities. In this module students will be reminded of important cognitive models of memory (e.g. working memory), attention, and reading. In addition, students will be introduced to theories concerning teaching best practice. The key question to be addressed over the module is whether the cognitive mechanisms of learning are effectively matched with the principles held to be best practice in teaching ¿ if not, where are we going wrong, and how could cognitive psychology help us to help our learners?
This module will examine the exciting discipline of positive psychology, which refers to the science of positive emotions and human flourishing. The module will provide a strong theoretical and empirical grounding, allowing students to apply the science of positive psychology to their own lives, including the opportunity to gain critical life skills such as self-efficacy, resilience and creativity. Students will also develop a keen appreciation for how mental life impacts on physical health... and vice versa. Implications for clinical psychology will also be discussed. Recent controversies and debates in the field will facilitate discussions relating to the replication crisis and scientific method. Assessment will involve a research report on the impact of the positive psychology module as well as completion of an online learning module including Q&A¿s each week. The research report will involve data collection, analysis and writing up findings according to standardized single-case research design methodology. In this way, students will apply an underused methodological approach for determining objective change in single individuals, and develop practical skills applicable to many roles in the discipline of psychology, the healthcare sector and the quantified self-community.
In this module, students will explore the full timeline of intimate relationships from the development of mate preferences, to mate choice and relationship formation, to relationship satisfaction and dissolution. Students will examine these topics from within an evolutionary framework using a variety of hypotheses derived from key evolutionary theories (e.g., sexual strategies theory, error management theory) to address important questions such as ¿What do people want in their mate and when do these preferences develop?¿, ¿How do people make trade-offs when selecting their partners?¿, ¿What makes people happy in their relationships?¿, ¿How and why do relationships end?¿. Importantly, we will also try to understand the ultimate reasons for these questions (¿Why is this the case?¿). Special attention will be paid to evolutionary explanations of maladaptive and/or harmful mating behaviors, such as paraphilic disorders and sexual harassment.
Students conduct an independent research project under the supervision of a member of staff. The research topic is decided in conjunction with supervisors and Research topics. Students must design, conduct, analyse and write up a piece of research in order to achieve Graduate Basis for Chartership with the British Psychological Society (BPS). They must also complete an Ethical Considerations Form, showing that they have considered and resolved ethical issues relating to their project, and that they have implemented appropriate best practices for improving the reproducibility of their research.
Mae myfyrwyr yn cynnal prosiect ymchwil annibynnol dan oruchwyliaeth aelod o staff. Penderfynir ar bwnc yr ymchwil ar y cyd â goruchwylwyr a phynciau Ymchwil. Rhaid i fyfyrwyr ddylunio, cynnal, dadansoddi ac ysgrifennu darn o ymchwil er mwyn cyflawni Sail Graddedig ar gyfer Siarter gyda Chymdeithas Seicolegol Prydain (BPS). Rhaid iddynt hefyd lenwi Ffurflen Ystyriaethau Moesegol, gan ddangos eu bod wedi ystyried a datrys materion moesegol sy'n ymwneud â'u prosiect, a'u bod wedi gweithredu arferion gorau priodol ar gyfer gwella atgynyrchioldeb eu hymchwil.
The module will introduce students to the Psychology of Aesthetics ¿ an interdisciplinary topic spanning diverse fields of science, including philosophy, arts and humanities, design and ergonomics, psychology, cognitive neuropsychology, and neuroscience and computer science (specifically human-computer interaction or HCI). The module will start with the concept of aesthetics in Philosophy and Art and the history of experimental aesthetics. Studies from psychology, HCI, cognitive neuropsychology and cognitive neuroscience will be discussed in the context of theoretical models of aesthetic beauty, and we will examine the factors contributing to making something aesthetically pleasing and the implications of aesthetic beauty on emotions, behaviour and performance.
Perhaps the biggest change to our lives in recent years is the increasingly widespread availability and use of the Internet. From buying clothes to hiring assassins via the dark web (or perhaps not), use of the Internet now forms part of our everyday lives, and many of us struggle to think of a life without it. What are the pros and cons of living our lives online? How does this affect us and how is our psychology changing in response to this new environment? This module looks to explore this evolving area of psychology.
This module explores major theories and empirical issue in the areas of social psychology and individual differences. It focuses on the study of how individuals differ from each other (such as personality traits) and how individual and social factors affect behaviour (such as ethnocentrism, group performance and pro-social behaviour). Classical and contemporary theory and research relevant to a range of social psychological and individual difference issues are explored such as group behaviour, attitudes and personality. Social psychology content is structured under the broad thematic umbrellas of intra-personal (individual-level) and inter-personal (group-level) processes. In exploring individual differences, the module looks at issues such as behavioural genetics, personality and intelligence. In examining the person in the social context, the module also explores individual motivation in the form of attitudes and evaluations. The module addresses key questions such as `How do attitudes influence our behaviour?¿, `What is the contribution of nature vs. nurture to individual differences?¿, and `What makes people aggressive?¿
Students conduct an independent research project under the supervision of a member of staff. The research topic is decided in conjunction with supervisors and research topics. Students must design, conduct, analyse and write up a piece of research in order to achieve Graduate Basis for Chartership with the British Psychological Society (BPS). They must also complete an ethical considerations form, showing that they have considered and resolved ethical issues relating to their project, and that they have implemented appropriate best practices for improving the reproducibility of their research.
Mae myfyrwyr yn cynnal prosiect ymchwil annibynnol dan oruchwyliaeth aelod o staff. Penderfynir ar bwnc yr ymchwil ar y cyd â goruchwylwyr a phynciau ymchwil. Rhaid i fyfyrwyr ddylunio, cynnal, dadansoddi ac ysgrifennu darn o ymchwil er mwyn cyflawni Sail Graddedig ar gyfer Siarter gyda Chymdeithas Seicolegol Prydain (BPS). Rhaid iddynt hefyd lenwi ffurflen ystyriaethau moesegol, gan ddangos eu bod wedi ystyried a datrys materion moesegol sy'n ymwneud â'u prosiect, a'u bod wedi gweithredu arferion gorau priodol ar gyfer gwella atgynyrchioldeb eu hymchwil.
Psychology, as a human science, has the potential to inform applied settings such as policy, practice, education and training. To ensure that these areas of application are evidence based, systematic reviews are an important aspect of academic research in psychology. Systematic reviews follow best practice guidance to search, review, and synthesize the relevant research in a given field, with a narrative offered of where the field of study currently stands. This module will introduce students to systematic reviewing, the frameworks and guidelines that support systematic reviewing, the importance and impact systematic reviews can have on research and application, as well as equipping students with the knowledge and resources to undergo their own systematic review.
This module focusses on behavioural and neuroimaging correlates of inhibition/interference, a cognitive neuroscience topic central to sex offenders/pedophilia, antisocial personality disorder/psychopathy. These are disorders commonly encountered in forensic settings and together with their neural abnormalities are central to this course. The confounding influence of factors such as alcohol/substance abuse and gambling behaviours on neural abnormalities will also be discussed. Because the relationships between these disorders is discussed across lectures, each lecture features for example some kind of mentioning of sexual offending against adults/children and could be triggering emotional reactions. The Cognitive Forensic Neuroscience module covers a range of neuroimaging methods:The students will learn about research using functional (fMRI), structural (MRI, Myelin-content) and neurochemical (MRS) measures in the aforementioned forensic populations. This neuroscience research has to be discussed as part of the assignment and the associated literature will be on canvas. Students will develop knowledge and understanding of the neural underpinnings underlying commonalities and differences of a core cognitive aspect across these disorders. The module is suited for students with forensic/clinical and cognitive neuroscience aspirations.
The aim of the module is to provide a broad understanding of the field of cognitive neuropsychology, which is the study of cognitive models of normal function with relation to patterns of cognitive impairments seen in brain damaged populations. Students will learn about the functional anatomy of the human cerebral cortex and how such information links to the primary methods of neuropsychology. Students will also be introduced to key cognitive theories underpinning our understanding of neuropsychological syndromes such as aphasia and amnesia. Lectures will focus on the major domains of language and memory with key debates concerning models relating to these domains being discussed and outlined ¿ students will be introduced to key issues in the field of mind and brain that are applicable across the field (e.g., the issue of falsifiability, group versus case studies, neuroimaging and epiphenomena).
The module provides an in depth look at the issues being considered by Eating Behaviour researchers today. This module comprises 3 hours per week across five weeks. Five key papers will be covered in a 2 hour interactive lecture (mostly through use of small group discussions and clicker responses) and in the third hour of the week, a 1 hour lecture focused on contemporary research skills. A key paper will be provided for each week, to be read before the lectures so that some discussion can take place. The key papers will cover: 1. Weight stigma 2. Food insecurity 3. Food variety 4. Attachment and overeating and 5. Impulsivity. The supporting research skills lectures will cover 1. Research posters (in preparation for the coursework) 2. Research abstracts and titles 3. Food research in the media 4. Critically examining an introduction 5. Critically examining a discussion. This module should help you to become a critical reader of research papers, enhance skills that will be needed for final year project write-ups and knowledgeable about the psychology of eating behaviour.
This module examines human behaviour through the lens of evolutionary theory, considering how challenges faced by our ancestors have shaped our thinking and behaviour. The module will first build an understanding of evolutionary theory and how it differs from traditional approaches to psychology, with a focus on the role of natural and sexual selection. We will then examine how these selection pressures have shaped a range of human behaviours. There will be a primary focus on attractiveness and mate choice, altruism and moral emotions, human signaling systems, personality, and competitive behaviour. We will explore and find answers to important questions such as why we find certain people attractive, how relationships are formed, why we help others, and how our appearance signals aspects of our fitness.
After initially discussing both macro- and micro-nutrients their roles in the development of the brain and their influence on mood and cognition will be examined. The influence of diet at different stages of the entire life cycle will be considered: in particular in the early stages when the brain is developing and in the aging process. Specifically their role in the development of dementia will be discussed.
Personality and sexual disorders are two of the highest profile long-term psychological disorders that place significant demands on either mental health services, the judiciary system, or both. This module examines key disorders, including paedophilia, psychopathy/ anti-social personality disorder and borderline personality disorder. Diagnostic classification and a dimensional approach to personality disorders are discussed and contrasted. Each `disorder¿ is considered from biological/genetic, social/familial, societal, neurological and psychological explanatory frameworks. Treatments based on these models are critically reviewed.
In recent years, commercial (businesses, advertising companies) and public sector organizations (healthcare providers, governments) have embraced various psychological techniques known as `behavioural insights¿ to implement behaviour change at various levels. But what makes behaviour change effective? How easy or hard is it to change behaviour within a population or an organization? And how does media portray causes of good and bad behaviour and solutions to change what needs to be changed? This class will discuss how theories of behaviour change have evolved: what differentiates models that have stood the test of empirical evidence and those that were `out-data-ed¿. It will examine what it means to achieve effective behaviour change in the domains of public health, organizational culture change, and consumer behaviour (advertising). The class will include practical exercises and case studies on how to design effective behaviour change interventions regarding public health issues or behaviour change interventions in the organizational domain.
This module will examine psychological factors as they relate to exercise and sport. Questions addressed will include: Why do athletes fail to perform under pressure? Are athletes born or made? What are the long term consequences of sports related concussion? What psychological factors contribute to expert performance? Are athletes at an increased risk of eating disorders and drug abuse? Can physical activity / exercise be used to enhance mental health? An emphasis on the application of mental skills training (e.g. self-talk, imagery, biofeedback) will be evident throughout the module.
For any reasonably complete understanding of criminal behaviour, different levels of explanation should be considered. For this reason, the module will first explore how broad psychologically driven theories aid our understanding of the nature of criminal behaviour. It will then explore whether criminal behaviour and mental disorder is synonymous, connected, or just coincidental phenomena. Specifically, the complex relationship between mental illness (e.g., schizophrenia, depression) and criminal behaviour, as well the potential role of psychopathic disorder in understanding antisocial and violent behaviour, will be examined The neuropsychology and neuroscience of criminal behaviour will be examined next, drawing on empirical research evidence to critically discuss whether there is a link between brain structure, function and criminal behaviour. Notable neuropsychological case studies will also feature to underpin discussions around how advances in neuropsychology and neuroscience may impact upon the legal system as well as our understanding of criminal behaviour itself. The module will conclude by focusing on the management of offenders, including how psychology has informed forensic risk assessment procedures as well as making a substantial contribution to offender rehabilitation.
The module will look at how psychology can be applied in order understand behavior in the workplace and to promote health, wellbeing and safety in the workplace. Topics covered will include job-stress, the human factors behind accidents at work, the design of the work environment, the effects on non-standard work hours (i.e. shiftwork), flexible working and work-family balance. There will be an emphasis on building bridges between the theoretical underpinnings of how understanding behaviour in the workplace and translating this knowledge into practical solutions for organisations and their employees. It will draw up real-life examples of incidents and situations that illustrate the topics under consideration. Another important focus will be the evaluation of methods of study, so as to inform our interpretation of research findings their potential for application in real-world settings.
This Year in Industry work placement learning programme is specifically designed for students to enhance employability. The placements are embedded within the undergraduate programmes at the Faculty of Medicine, Health and Life Science and are created to equip students with new skills and experience through industry work experience. The placement can be carried out in the UK or anywhere in the world. All placements must be a minimum of 40 weeks and students are expected to work a full working week with a minimum of 30 hours. Placements can begin from June, upon completion of exams. Please note that if you have any supplementary exams, it is your responsibility to inform your employer and book annual leave in order to attend any resits, which will take place in August. The deadline for students to inform us that they have secured a placement is the 31st August. Please note: For students transferring onto a BSc (hons) psychology programme - we recommend that you proactively contact your student finance loan company to keep them up to date on whether you are going to be completing a 3-year degree or a 4-year degree with a year in industry. If you have not confirmed a year in industry by the 31st of August deadline you will be removed from the Year in Industry and will transfer to the BSc (Hons) Psychology single hons programme without the Year in Industry. Students MUST have their placement confirmed and approved by the Employability team to be able to proceed. The title of the internship `with a Year in Industry¿ reflects the nature of the placement year, with students supported to secure placements that will have associated benefits for future career paths and employment. Such placements will give students greater insight into the opportunities available to them and provide first-hand experience.
