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DOHR7507: Understanding Child and Adolescent Mental Health

• Terms Taught: Lent
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Student must have completed an undergraduate degree in a relevant field.

Course Description

This module aims to promote a deep understanding of the developmental processes that shape mental health across childhood and adolescence. Informed by interdisciplinary perspectives, the module explores how individual factors, including emotion regulation, interact dynamically with relational and contextual influences, for example family, peers, school environments, digital environments, and experiences of adversity. By adopting a developmental perspective grounded in the importance of equity, diversity, prevention, early intervention, and lived experience, the module encourages students to critically consider the multiple non-linear pathways that contribute to both resilience and vulnerability in mental health. Particular attention is given to understanding the emergence and course of mental health difficulties as well as the identification of protective factors that promote well-being across diverse socio-cultural and global contexts. Students will engage with contemporary theoretical and research frameworks to develop their ability to critically evaluate evidence, synthesise complex ideas, and evaluate methods relevant to developmental mental health. The module also aims to develop a range of transferable skills including effective academic writing, verbal communication, evidence-based argumentation, and collaborative working, all of which are essential for postgraduate research, applied practice, and professional development in psychology and allied fields.

Educational Aims

Upon successful completion of this module students will be able to:

1. Critically evaluate developmental theories and interdisciplinary perspectives that explain the emergence and course of mental health across childhood and adolescence.
2. Analyse the complex interplay between the individual (e.g., emotion regulation) and contextual (e.g., familiar, peer, educational, digital, and cultural) factors influencing mental health development.
3. Apply and integrate developmental and psychological frameworks to examine how risk and protective factors shape trajectories of mental health, resilience, and vulnerability in diverse populations.
4. Critically appraise contemporary research methods used in the study of developmental mental health, including strengths, limitations, and ethical considerations, particularly in relation to systemic inequalities and lived experience.
5. Synthesise and evaluate evidence relating to preventative and early intervention strategies, utilising global and culturally responsive models of care and support.
6. Communicate complex theoretical and empirical ideas clearly and effectively in written, graphic and verbal formats, tailored to academic audiences.
7. Demonstrate collaborative and reflective skills in discussing, critiquing, and co-constructing knowledge related to developmental mental health in multidisciplinary contexts.

Outline Syllabus

This module draws on interdisciplinary perspectives to examine how individual, relational, and systemic factors interact dynamically to influence mental health trajectories from early life through to young adulthood. Students will begin by engaging with foundational concepts in developmental psychology and mental health, including emotion regulation and neurobiological maturation.Early sessions introduce students to contemporary theory and research on how self-regulatory processes emerge and are shaped by both internal predispositions and environmental influences. Building on this foundation, the module moves to consider the role of relational contexts, including caregiving relationships, family systems, and peer dynamics. Students will explore how parenting practices, and social belonging contribute to either resilience or vulnerability. These discussions are grounded within a consideration of cultural variation, intersectional identities, and systemic inequities. A key component of the module involves understanding how wider systems, such as school, digital environments, and community contexts contribute to mental health outcomes. Students will critically evaluate how schooling, academic pressures, and educational practices can both support and undermine mental health. The same consideration is given to digital technologies, social media, and online life, with attention to both the risks and opportunities they present. Later in the module, students will focus on the impact of adversity, trauma and structural inequality on mental health including the effects of poverty, abuse, displacement, and racism. Here, the focus broadens to include trauma-informed care, the social determinants of mental health, and global frameworks for understanding risk and protection. Students will explore the importance of culturally responsive, context-sensitive approaches to mental health promotion, prevention and early intervention. Throughout the module, emphasis is placed on developing critical engagement with contemporary research methods, including qualitative, quantitative, and participatory approaches. Ethical considerations, particularly in relation to working with young people and marginalised communities, are embedded throughout. The inclusion of lived experience and service-user perspectives further enriches student understanding and foster reflexivity in approaching both research and applied practice. By integrating theory, evidence, and application, the module enables students to build capacity to synthesise complex information, evaluate research and policy critically, and communicate ideas clearly across diverse audiences. Collaborative tasks and case-based discussions encourage students to reflect on their own assumptions. Decolonising principles underpin the module content, challenging Eurocentric assumptions in developmental theory and prioritising diverse perspectives from global and local contexts. Through this lens, students are encouraged to interrogate historical and ongoing inequities in mental health systems and to envision more inclusive and responsive models of care.

Assessment Proportions

• 25% Oral Presentation, 10 minutes + Q&A
• 75% Written Essay, ~1500 words

DOHR7508: Research Methods in Mental Health

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Student must have completed an undergraduate degree in a relevant field.

Course Description

This module aims to explore the possibilities and the key methodological considerations involved in mental health research. Through lectures and workshops, students will learn how to design and develop methodologically sound research in an approach to learning that emphasises both ethical considerations and the value of Patient and Public Involvement (PPI). We will equip students with the skills they need to conduct rigorous mental health research. Students will explore the key assumptions underlying conceptions of mental health and associated research methods, and will examine how these assumptions impact on the approaches we take in conducting mental health research across the lifespan. We will explore quantitative, qualitative and mixed methods designs, data collection methods, sampling considerations, and research quality criteria. We will reflect critically on ethical issues and on PPI in research. By the end of the module, students will be able to apply their learning to create their own mental health research proposal. They will also be able to demonstrate a deep understanding of, and ability to effectively communicate, the key ethical issues related to mental health research.

Educational Aims

Upon successful completion of this module students will be able to:

1. Understand the need for, and possibilities of, rigorous mental health research.
2. Critically evaluate how research design and data collection methods align with the underlying research paradigm and the specific research questions being addressed.
3. Formulate appropriate research questions, aims and hypotheses.
4. Critically evaluate ethical dilemmas in relation to mental health research.
5. Understand what service user and relatives’ involvement is, and the benefits and challenges of these approaches.
6. Apply learning to independently produce a research proposal, demonstrating academic writing proficiency, and the ability to communicate and justify research decisions.

Outline Syllabus

This module provides students with the critical skills and knowledge required to design and develop independent research projects in the field of mental health. Through a structured developmental journey, students will explore research paradigms, study design, data collection methods, sampling strategies, quality assurance principles, research ethics, and Patient and Public Involvement (PPI). Learning is enriched through stimulating small-group debates that encourage application of theoretical knowledge and enhancement of verbal communication skills. The module culminates in the development of a research proposal, serving as a practical rehearsal for professional research practice. The module begins by examining the foundational assumptions that shape how mental health is conceptualised and how these assumptions inform the selection of research methods. Students will explore how such perspectives influence the design and conduct of mental health research across the lifespan. Core concepts in mental health will be introduced and operationalised through the critical analysis of real-world projects employing quantitative, qualitative, and mixed methods designs. These examples will serve as a basis for discussing the suitability and effectiveness of different data collection methods within each research framework, paying particular attention to the complexity of mental health research, where studies are often conducted within sensitive or vulnerable contexts. Students will engage with staff who have lived experience of mental health challenges, gaining insight into the vital role of lived experience in shaping meaningful research. The module emphasises the importance of PPI across all stages of mental health research. Once students have developed a solid foundation in mental health research methods and design—encompassing key principles, ethical considerations, and the Patient and Public Involvement perspective—they will apply this knowledge through dynamic debates centred on real-world dilemmas in contemporary mental health research. The module culminates in the development of an independent mental health research proposal, demonstrating students’ proficiency in academic writing, critical evaluation of research methods and design choices, integration of PPI, and adherence to ethical research standards.

Assessment Proportions

• Online quizzes and exercises to self-assess learning
• Brief formative feedback on ethical debates
• Lay summary (300 words; 25% of credits)
• Research proposal (1500 words; 75% of credits)

DOHR7509: Practices in Mental Health Intervention and Treatment

• Terms Taught: Lent
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Student must have completed an undergraduate degree in a relevant field.

Course Description

This module will introduce students to psychological interventions and treatment approaches across the life course, providing an overview of the psychological theories that underpin existing treatment approaches, Students will explore different ways to deliver mental health interventions, such as through digital platforms, individual or family therapy, and peer connection, and will consider some context specific examples (e.g. school-based interventions). Through lectures, seminars and workshop activities, students will review the research evidence that has informed the development of existing interventions and will critically appraise how existing approaches can widen or reduce health inequalities. Students will engage with service users, clinicians and a broader panel of stakeholders involved in the delivery of psychological interventions to understand multidisciplinary perspectives and different implementation practices.

Educational Aims

Upon successful completion of this module students will be able to:

1. Demonstrate their knowledge of the different types of psychological interventions that can be applied across the life course and in different contexts.
2. Critique and apply existing psychological theories which have informed psychological interventions
3. Understand and critically appraise research methods that have been used to evaluate psychological interventions and formulate evaluation plans for different types of interventions and formats.
4. Describe and evaluate the explanations for the mental health treatment implementation gap.
5. Discuss and appraise the influence of different service user and practitioner characteristics, applying relevant theories (e.g. intersectionality)
6. Recognise the different pathways to becoming a clinical psychologist or therapist.

Outline Syllabus

In this module students will explore key approaches to mental health treatment and intervention across the lifespan and will examine the theoretical perspectives underlying them. Students will investigate current topical issues within mental health practice (such as in public mental health) and will have the chance to discuss these through workshops and interactive teaching methods. They will explore different ways to deliver mental health interventions, such as through digital platforms, individual or family therapy, and peer connection. They will also engage in debate around the potential advantages and disadvantages of different intervention approaches and learn about how theory and public involvement is included in the intervention development cycle. Teaching within the module will focus on specific types of psychological therapies, such as cognitive behavioural therapy and will distinguish between different treatment models, for example, collaborative care versus stepped care. Learning through this module will apply a health inequalities lens, understanding the importance of intersectionality and evidence on how to reduce the mental health treatment gap. Students will hear from professionals regarding their experiences of delivering mental health interventions and from service users regarding their experience of receiving them. Throughout, the key ethical considerations mental health practitioners must engage with when working within the field of clinical mental health will be highlighted. Students will be guided through the different stages of intervention development (for example: (i) co-development; (ii) feasibility testing and refinement; and (iii) efficacy or effectiveness testing) as part of the assessment preparation and, in doing so, apply established frameworks.

Assessment Proportions

• An oral presentation on a specific treatment or intervention approach (25%, 15 minutes)
• A written report on the development and evaluation of a psychological intervention (75%, ~1500 words)

NATS6201: Teaching, Outreach and Public Engagement

• Terms Taught: Lent/Summer
• US Credits: 5 US Semester Credits 
• ECTS Credits: 10 ECTS Credits
• Pre-requisites: None

Course Description

This course will help address the national problem of lack of STEM teachers and lack of science understanding among the wider population. In addition, the outreach activities should help promoting STEM and Lancaster university to potential students. It will also raise the profile of Lancaster as one of the first university offering such a course as a cross departmental course. Students will learn how to produce an asynchronous activity (e.g. video, podcast, popular science article, teaching material pack, etc) as well as well as deliver a synchronous activity (a lesson in school, outreach activity for young people or a public lecture). They will learn to understand their audience and balance the goals of education, entertainment and inspiration. Skills will be directly relevant to students wishing to go onto teaching or outreach as will be transferable to many careers which value communicating advanced topics.

Educational Aims

Upon successful completion of this module students will be able to…

1. Discuss key themes in the theory and practice of education and engagement.
2. Engage with a range of media (e.g. oral, written, digital, etc).
3. Understand audience, EDI, and devise appropriate ways to communicate a principle or concept in science.
4. Plan and organise a classroom or engagement activity.
5. Critically evaluate and reflect on a classroom or engagement activity.

Outline Syllabus

This module will give students the knowledge to entertain and inspire children and the general public in STEM. For those choosing it, it is also an introduction to teaching. This is an optional module with 100% coursework. The module includes: the importance of understanding your audience, EDI, the balance of education, inspiration and entertainment, presenting science to a general audience, an introduction to pedagogy, inspiring school pupils in STEM, and using traditional and new media for science communication. The students are required to deliver one synchronous activity and asynchronous activity. Students may choose to deliver these activities from across multiple disciplines which could stem from beyond their traditional degree boundaries. The synchronous activity will be one of the following: delivering a lesson at school, engaging with children at a large outreach event or delivering a public lecture. Examples of asynchronous activity include a video, podcast, popular science article or teaching pack. Students will gather evidence to reflect on their activities and consider what they learnt and what changes they would have made.

Assessment Proportions

Assessment via ongoing essays, asynchronous activity, portfolio and reflective essay. The entire coursework should be submitted before the examination period.

• 20% ongoing essays (2 essays, 10% each)
• 30% asynchronous activity (video, podcast, popular science article, teaching pack)
• 20% portfolio
• 30% reflective essay

PSYC4152: Developmental Psychology and Neuropsychology

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: None

Course Description

This module will introduce students to fundamental principles of psychology as a science plus fundamental theories and evidence that serve as cornerstones for developmental psychology and neuropsychology, providing solid foundations for further study of these disciplines. This module will also support student skills development, focussing on (digital) literacy.

The developmental psychology component of this module will summarise theoretical frameworks and key studies that provide insight into how psychological abilities and traits develop over time, from infancy through childhood. There will be a strong focus on identifying and explaining individual differences between children, reflecting on possible causes of variation. The module will integrate historical and conceptual issues related to developmental psychology alongside contemporary theoretical and empirical science. The module will also describe methods for generating psychological data from children and reflect on the strengths and limitations of research findings.

Through the neuropsychology component of this module, students will be provided with essential knowledge of core neuropsychology principles. With a strong foundation in place, this module will demonstrate how fundamental neuroscientific mechanisms contribute to complex behaviour in the real world and will consider how individual differences highlight the dynamic interplay between brain and behaviour.

The associated seminars in this module will develop critical transferable skills that students will use within and beyond their degree.

Educational Aims

Upon successful completion of this module students will be able to:

1. Describe key psychological theories and concepts from developmental and neuropsychology.
2. Identify and explain how individual differences relate to developmental and neuropsychological processes.
3. Recognise the historical context leading to contemporary understanding of psychology.
4. Locate and evaluate psychological research.
5. Formulate and present coherent arguments based on the psychological literature in written academic work.
6. Demonstrate the ability to manage self-directed study and independent learning by effectively organising workload to meet deadlines.
7. Demonstrate collaborative working and summarise their professional development.

Outline Syllabus

The developmental psychology strand will introduce students to the scientific discipline that explains how humans develop across the lifespan. The module will cover historically significant theories of children’s learning (e.g. comparing the work of Piaget and Vygotsky), the emergence of crucial abilities that enable children to communicate and engage with the social world and consider the nature and causes of individual differences between children. Drawing on both seminal and state-of-the-art scientific literature, we will highlight relationships between psychological theory and experimental evidence throughout the module.

The neuropsychology strand will focus first on the fundamental neuroscientific concepts to develop a basic understanding of how the brain works. Building on this, the module will cover sensory and motor systems, brain health and key topics in cognitive neuroscience. Overall, the module will demonstrate links between basic neuroscience and complex psychological behaviours in everyday contexts. The role of individual differences in neuropsychology across the lifespan will be highlighted, allowing students to evaluate further the dynamic brain-behaviour interplay in the diverse human experience.

Seminars and the essay assessment will facilitate development of academic and practical skills, searching for literature, synthesising theoretical and empirical information, critical evaluation, APA formatting, AI use and written communication more broadly. The learning-log assessment will culminate in a group-based reflection on their development of transferable and professional skills. The exam assessment will facilitate a strong understanding of core concepts in developmental psychology and neuropsychology.

Assessment Proportions

The module will be taught via two 1-hour lectures per week and across the module, students can expect 11 hours of seminars . Additionally, independent study time will involve recommended readings to consolidate concepts and theories introduced in the lecture, with some pre and post seminar activities. We will also encourage students to engage with learning opportunities (Digital Skills etc) that are provided externally to the department.

Lectures will present students with theoretical and empirical information in multiple formats (spoken word, videos, reading, peer discussion) to accommodate diverse needs and will use technology such as ‘Mentimeter’ to actively engage students in the session.

The seminars will focus on developing transferrable study and employability skills as required both by psychology as a scientific discipline but also the Lancaster graduate attributes. Seminar content will be linked to the topics covered in lectures and provide direction for module assessments. Seminars are interactive in learning style with students expected to complete pre and post seminar activities.

Students will have the opportunity to engage in formative assessments (i.e. WBAs) during the module to provide feedback on their understanding. The first assessment will be a 1500-word essay. Students will be expected to construct an evidence-based, reasoned argument for their response to a question based on a lecture topic. This requires early engagement with primary sources of evidence and provides an opportunity for early, formative feedback for the student. The second assessment will be a summative examination at the end of the semester. A third assessment will be a summative reflection upon the development of professional skills and values throughout the semester.

PSYC4213: Cognitive and Social Psychology

• Terms Taught: Lent/Summer
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: None

Course Description

This module continues to develop students’ knowledge and understanding of the fundamental principles of psychology as a science, as introduced in PSYC 4152, while also providing a solid foundation in cognitive and social psychology.

This module will foster the development of a range of subject specific knowledge and broader skills that will allow students to continue studying psychology. Students will develop an appreciation of the historical roots of Psychology and be able to articulate how individual differences influence our cognitive processes and social behaviours. Students will also gain an understanding of ethical and socio-cultural issues associated with research involving human participation and the application of psychological understanding, through the lens of cognitive and social psychology, to real world questions.

The associated seminars in this module will develop critical transferable skills, including verbal and non-verbal communication and collaborative work, that students will use within and beyond their degree.

Educational Aims

Upon successful completion of this module students will be able to…

1. Describe key psychological theories from cognitive and social psychology.
2. Identify and explain how individual differences relate to our cognitive and social processes.
3. Recognise the historical context leading to contemporary understanding of psychology.
4. Locate and evaluate psychological research.
5. Formulate and present coherent arguments based on the psychological literature in written academic work.
6. Demonstrate the ability to manage self-directed study and independent learning by effectively organising workload to meet deadlines.
7. Demonstrate collaborative working and summarise their professional development.

Outline Syllabus

This module introduces students to Cognitive and Social Psychology.

Cognition is the mental processes underlying our ability to process and perceive the world around us. Social psychology offers a way to understand ourselves and the social world around us.

In lectures, students will learn about classic paradigms and experimental approaches, covering key historical and conceptual topics within these fields of psychological research.? This course will provide a comprehensive overview of core theories and findings as well as explore how theories and findings extend beyond the laboratory setting into the real world. For example, in cognitive psychology students will be equipped with a knowledge of basic concepts and terminologies, and an understanding of a range of classic and contemporary paradigms and experimental approaches used in cognitive psychology.

In social psychology students will gain knowledge of basic issues in social psychology, as well as applied psychology. Students will be introduced to classic studies, while integrating them in a modern context with updated literature. We will also cover how personality, individual differences, and intelligence impact our mental processes and are expressed in our thoughts, feelings, and behaviours.

Indicative topics may include Memory, Language, Problem-solving, Interpersonal relationships, social influence, and Attribution. The seminars will focus on oral and non-verbal communication skills as well as using feedback and collaborative work to scaffold skills development.

The module essay will give students the opportunity to demonstrate their understanding of the subject area and develop their independent learning. They will be required to locate, read and evaluate scientific articles, construct evidence-based reasoning for their chosen arguments, and demonstrate effective written communication. The learning-log assessment will culminate in a reflective summary of their development of transferable and professional skills.

Assessment Proportions

The module will be taught via two 1-hour lectures per week and across the module there also be seminar/workshop hours. We will also encourage students to engage with learning opportunities (Digital Skills etc) that are provided externally to the department.

Lectures will provide students with a grounding in the key topics and present theoretical and empirical content. The lectures will involve interactive elements, making use of technologies to accommodate diverse needs and encourage audience participation.

The seminars will focus on developing transferrable study and employability skills as required both by psychology as a scientific discipline but also the Lancaster graduate attributes. Seminar content will be linked to the topics covered in lectures and provide direction for module assessments. Seminars are interactive in learning style with students expected to complete pre- and post- seminar activities.

Students will have the opportunity to engage in formative assessments (i.e., WBAs) during the module to gain feedback on their understanding. There will be three summative assessments: an essay, a learning log, and exam. The essay will require students to develop their independent learning to locate read and evaluate scientific articles, construct evidence-based reasoning for their chosen arguments, and demonstrate effective written communication. The learning log will be a summative reflection on the student's development of professional skills and values throughout the semester. There will be a final exam covering the breadth of the course.

PSYC5111: Cognitive Psychology

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: None

Course Description

By the end of this module students should be able to demonstrate knowledge and understanding of cognitive psychology with respect to memory, attention, language and perception; show a critical appreciation of research methods, approaches and outcomes in cognitive psychology; answer questions about a topic in cognitive psychology in an informed and reflective way. Students will also gain experience in verbally communicating their understanding by delivering a structured pre-recorded presentation.

Educational Aims

Upon successful completion of this module students will be able to…

1. Demonstrate knowledge of key topic areas in cognitive psychology, including key theoretical models and empirical findings. Although this is primarily a Cognitive Psychology module, some of the material will apply to other psychological fields, including neuropsychology, social psychology and developmental psychology. The student will therefore be able to apply key psychological theories from across multiple psychological perspectives to psychological problems and hypotheses. Students will also be able to apply knowledge from historical and conceptual work and research on individual differences to key psychological theories in cognitive psychology.
2. Understand a diversity of methods, theory and sources of evidence used in the discipline.
3. Communicate research findings of cognitive psychology clearly and effectively using appropriate formats via oral presentation and discussions in seminars.
4. Engage independently with primary sources and extract and synthesise key arguments.

Outline Syllabus

This module builds on PSYC4213 “Cognitive and Social Psychology”, which provides students with a broad overview of cognitive processes, theories, and empirical findings. While PSYC4213 offers students a general introduction to a range of cognitive psychology topics, this module will teach foundational topics in more depth. It will provide a grounding in key theories and empirical findings that explain how we process and use information in everyday life. These processes form the basis for more complex cognitive functions explored in later study. Students will develop a conceptual understanding of how cognitive processes operate and begin to critically engage with classic and contemporary research. Through lectures and seminars, they will explore experimental methods, interpret behavioural data, and consider how cognitive principles apply to real-world scenarios. In addition to subject-specific knowledge, the module develops essential academic and transferable skills. These include reading and evaluating research literature, contributing to group discussions, and clearly communicating psychological ideas in oral format. This module prepares students for advanced cognitive psychology by building both knowledge and confidence in applying it. A presentation offers the chance to enhance confidence in communicating research through spoken, rather than written, methods. To ensure comprehensive assessment of student learning, the module concludes with a formal end-of-module exam.

Assessment Proportions

This module is designed to develop both subject-specific expertise in cognition and wider academic and transferable skills. It offers students a structured introduction to core areas of cognitive psychology, including memory, attention, and perception, while encouraging engagement with the methodologies and theoretical debates that shape the field. Students explore a wide range of cognitive processes, building an integrated understanding of mind and brain. Teaching follows a blended format, with weekly lectures introducing key concepts, historical context, and empirical findings. Lectures are complemented by interactive seminars that promote deeper engagement through small-group discussions, and analysis of primary research. Students are guided in how to interpret data, evaluate methodological approaches, and critically assess empirical claims. Learning activities are designed to build skills in sourcing, interpreting, and presenting scientific information. Digital resources and scaffolded seminar tasks support students in retrieving material, managing workloads, and planning their work effectively. A strong emphasis is placed on engagement with primary sources and the application of psychological theory to contemporary questions. Assessment is structured to ensure constructive alignment with the learning outcomes. Summative assessments include:

• A short recorded presentation, where students articulate the different cognitive processes underlying perceptions and experiences.
• A final MCQ exam which assesses understanding of theory, evidence and knowledge across the breadth of the module.

The module aligns with the programme’s strategy by embedding research-led teaching, skill development, and inclusive learning practices that support academic progression and employability.

PSYC5151: Developmental Psychology

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Equivalent of introduction to Psychology

Course Description

This core module is designed to meet the BPS requirements in the area of developmental psychology. The module aims to provide a foundation for understanding developmental psychology as a discipline from different theoretical and methodological perspectives. It covers human development from foetus, through childhood to the end of adolescence and into older age, including changes in cognitive, social, language and emotional abilities over this time span. It also explores how these changes can be explained: it is important to ask not just what changes, but also why such changes occur and how the course of development is shaped by multiple interacting factors. The lectures cover a variety of key topics in developmental science, from prenatal to later childhood development and adolescence, to aging, spanning motor, perceptual, cognitive, communicative, social, emotional and cultural aspects; the role of individual differences is also considered for each aspect. The fundamental questions of development: what capacities make humans able to learn so much about the world, by what mechanisms are capacities acquired, and how can development take an atypical trajectory? are addressed together with the historical and contemporary theoretical debates that have surrounded these questions.

Educational Aims

Upon successful completion of this module, students will be able to:

1. Apply key psychological theories to problems and hypotheses in developmental psychology.
2. Apply knowledge from historical and conceptual work and research on individual differences to key theories in developmental psychology.
3. Synthesize knowledge about different domains of human development (e.g., motor, perception, cognition, emotion, social, etc.) across the full lifespan.
4. Understand and critically evaluate a variety of methods used to study perceptual, cognitive, social, and language development.
5. Describe and evaluate typical and atypical developmental patterns and relevant theoretical and methodological considerations.
6. Apply the principles of clear and authentic communication via verbal and non-verbal methods and construct effective arguments.

Outline Syllabus

This module is focused on cutting edge topics and methods in developmental psychology. Specifically, students will learn about developmental change from foetus to adolescent to aging in the domains of motor, cognitive, social, emotional, and language development, and the theories that have been put forward to explain the nature of this development. The covered topics and problems are key issues in human development, such as bilingualism and intelligence. The presented empirical research in the lectures will provide invaluable insight on how to conduct research into developmental psychology issues. Special focus is provided on individual and cultural differences in developmental outcomes. By the end of this module students should have deepened their general knowledge of developmental psychology. Students should have gained knowledge on different theoretical approaches in psychological science and on the methods to answer theory-driven research questions. They should be able to critically evaluate empirical research and ask new non-trivial experimental questions. The learning activities in lectures and workshops, and both formative and summative assessments, are designed to help students consolidate their understanding of developmental psychology and build competencies in critical evaluation, evidence-based argumentation and communication of research.

Assessment Proportions

The module will be taught via two 1-hour lectures per week for a total of 11 weeks, and five 1-hour workshops on weeks 2, 4, 6, 8, and 10. The lectures will present students with theoretical and empirical information in multiple formats (spoken word, videos, readings, peer discussion) to accommodate diverse needs and will utilise live quizzes to actively engage students in the session. The workshops are designed to reiterate the key issues in developmental psychology, from theoretical debates which affect how the empirical results are interpreted, to methodological questions, and to provide opportunities to critically evaluate psychological research in developmental science. Workshops will involve stimulating critical debates by encouraging communication in small groups, as well as the larger class, supporting conversation amongst peers from diverse backgrounds and perspectives, and other interactive exercises, including direct preparation for the exam and CWAs. The assessment will consist of a CWA and an Exam. CWA will comprise of six higher multiple-choice questions (HMCQs) requiring students to both provide the correct response, as well as to justify it with a short answer and will be in the format of an invigilated computer-based class test. In addition, online WBAs will be offered weekly as a formative assessment. Students will be presented with HMCQs focussed on each lecture’s content to assess understanding and critical thinking skills. They will receive immediate feedback on their answers such that if the answer is correct, a deeper contextualisation and additional information will be provided. If their answer is incorrect, a detailed explanation why and additional references, examples, and/or clarifications will be provided. The Exam will assess the depth of knowledge with two essay questions, each chosen from a range of three, focusing on content from both lectures and workshops.

PSYC5221: Cognitive Neuroscience

• Terms Taught: Lent/Summer
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Equivalent of introduction to Psychology 

Course Description

This module aims to introduce students to the fundamental neural principles underlying cognition and behaviour. The module builds on the first-year introduction to neuropsychology and prepares them for the final year neuroscience module, The Lying Brain. The content is aligned with the BPS curriculum (2.1.4) relating to Biological Psychology, as well as incorporating many components of Cognitive Psychology. Students will gain historic and contemporary knowledge of the anatomy, physiology, and functions of the central and peripheral nervous systems, alongside a range of theories and neuroscientific research methods. They will develop evidence-based analytical and critical thinking skills using engagement with scientific literature and comparisons across different theories and methods.

Educational Aims

Upon successful completion of this module students will be able to:

1. Organize psychological theories from the perspective of neuropsychology and apply these to inform psychological problems and hypotheses.
2. Evaluate and apply knowledge of the neural principles underlying cognition and behaviour and the general relationships between brain structure and function, as well as the methods used to understand these.
3. Reflect critically on historical perspectives, conceptual work and individual differences in the development of neuropsychological science.
4. Clearly communicate knowledge of cognitive neuroscience using verbal and non-verbal methods.

Outline Syllabus

The course will cover core areas of cognitive neuroscience, generally including, but not restricted to: History/Introduction to neuroscience, research methods in neuroscience, basic neuroanatomy and brain plasticity. This course typically begins with an overview of key techniques in cognitive neuroscience, e.g. Electroencephalography (EEG), Magnetic Resonance Imaging (MRI) and Transcranial Magnetic Stimulation (TMS), including the advantages and disadvantages of these different methodologies. Subsequent content applies these methods, amongst others, to understand how cognitive processes are supported by different structures and networks in the brain, developing knowledge of anatomy, physiology and functions of the central and peripheral nervous system. These cognitive processes include topics such as sensory perception, memory, attention, emotion and reward, speech and language and consciousness. Lectures are typically based on a cognitive process, introducing key theories and mechanisms that are then explored via evidence from human and non-human neuroscientific studies and cases of brain damage (e.g. stroke). Integrated throughout lectures are historical content and contemporary theories, providing both foundational and up-to-date perspectives. Workshops build on and complement lecture content. These sessions will particularly seek to encourage deeper student engagement and knowledge consolidation, giving students the opportunity to critically evaluate the theories, empirical evidence, methods and research designs. Workshops will include written activities (verbal and non-verbal, e.g. generating graphical representations) and verbal discussions, allowing for development of clear communication skills while deepening understanding and critical engagement with the course content. These skills will help them to prepare for their third-year modules.

Assessment Proportions

• 40% online test, 1 hour, mix of MCQs and SAQs
• 60% invigilated exam, 2 hours, mix of MCQs and SAQs

PSYC5231: Social Psychology

• Terms Taught: Lent/Summer
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: None

Course Description

This module aims to progress student understanding of Social Psychology beyond that provided at level 4, and to further develop their knowledge of theory and research in social psychology consistent with the QAA subject benchmark statement for psychology. Lectures will cover contemporary and empirical developments in such topics as attribution, attitudes, group processes and intergroup relations, social influence, culture, social constructionism, prejudice and discrimination, self and identities in context. The lecture content will also highlight historical and conceptual issues in social psychology as well as how it intersects with approaches from personality and individual differences where appropriate. In doing so the lecture content will satisfy the BPS accreditation requirements for social psychology. The accompanying seminar programme aims to help students develop a range of academic skills (understanding and application of theories and concepts, integrating knowledge, analytic and critical thinking skills, argument construction and presentation) in relation to social psychological subject matter.

Educational Aims

Upon successful completion of this module students will be able to…

1. Demonstrate knowledge of a range of core topics, theories and concepts in social psychology.
2. Evaluate and discuss social psychological research.
3. Critically evaluate practical implications and applications of social psychological knowledge.
4. Independently review social psychological research to extract, synthesise and critique key arguments.
5. Communicate understanding of social psychological research in person and in writing.

Outline Syllabus

The module will cover core and contemporary topics and approaches in social psychology, e.g., social cognition, group processes and intergroup relations, social influence, culture, social constructionism, prejudice and discrimination, self and identities in context. In doing so the module will support students in recognising the various levels of analysis and explanation that operate in social psychology and various methodologies that underlie social psychological research. Within this core curriculum of social psychology, the module will also highlight relevant historical and conceptual issues and developments, and how social psychological theories stand in relation to those based on personality and individual differences. The module also highlights how human thoughts, feelings and behaviours might vary as a function of culture, and how power relations can develop, be maintained and challenged within society. In doing so the module draws upon issues and examples from a wide range of groups, cultures and researchers. The seminars on the module are structured around the assessment and are intended to support the students in progressively developing their critical thinking skills and in becoming more sophisticated consumers of social psychological research and knowledge.

Assessment Proportions

This module is designed to develop both subject-specific expertise in social psychology and wider academic and transferable skills. It offers students a structured introduction to core areas of social psychology, e.g., social cognition, group processes and intergroup relations, social influence, while encouraging engagement with the methodologies and theoretical debates that shape the field. Students explore a wide range of topics, theories, concepts, and issues building an integrated understanding of how individual thoughts, feelings and behaviour are shaped by the real, imagined or implied presence of others. Teaching follows a blended format, with weekly lectures introducing key concepts, historical context, and empirical findings. Lectures are complemented by interactive seminars that promote deeper engagement through small-group discussions, and analysis of primary research. Students are guided in how to interpret data, evaluate methodological approaches, critically assess empirical claims and evaluate the relevance and application of social psychological knowledge to the real world. Learning activities are designed to build general academic skills in sourcing, interpreting, and presenting scientific information. Digital resources and scaffolded seminar tasks support students in retrieving material, prioritising reading, and planning their work effectively. A strong emphasis is placed on engagement with primary sources and the application of psychological theory to contemporary questions. Assessment is structured to ensure constructive alignment with the module and programme learning outcomes. Summative assessments include a written assignment, which assesses understanding of social psychological theories and concepts and critical analysis of their relevance to the real world. At the level of general academic skills, that assessment also assesses independent research, development and evidencing of arguments, and scientific writing. The final exam uses short answer questions to assess student knowledge across the breadth of the module. The module aligns with the programme’s strategy by embedding research-led teaching, skill development, and inclusive learning practices that support academic progression and employability.

PSYC6111: Cognition: From Laboratory Research to Everyday Behaviour

• Terms Taught: Michaelmas
• US Credits: 5 US Credits
• ECTS Credits: 10 ECTS Credits
• Pre-requisites: Equivalent of Cognitive Psychology

Course Description

This module builds on PSYC5111 “Cognitive Psychology”, which introduces students to key cognitive processes, theories, and empirical findings. While PSYC5111 focuses primarily on the theoretical and experimental foundations of cognitive psychology, this module extends that foundation by emphasising the application of cognitive research to real-world behaviour and societal challenges. The module aims to deepen students’ understanding of key topics in cognitive psychology and develop their ability to apply cognitive theories and findings to everyday situations. Through a combination of lectures and workshops, students will critically evaluate processes such as attention, memory, decision-making, and language, and consider how these processes shape behaviour in the real world. The module is designed to promote both conceptual understanding and practical application. It will encourage students not only to explain real-world behaviour using cognitive theory and empirical findings but also to use this knowledge to develop evidence-based solutions to behavioural problems. In addition to subject-specific knowledge, the module supports the development of transferable skills, including the ability to communicate complex theoretical ideas and behavioural insights to non-specialist audiences, to collaborate effectively in group settings, to engage in verbal communication with peers, and to apply psychological knowledge to solve complex, real-world problems.

Educational Aims

Upon successful completion of this module students will develop the following skills

1. Critically evaluate and apply key psychological theories, across multiple psychological perspectives, to psychological problems and hypotheses (MLO1).
2. Synthesise knowledge from historical and conceptual work, research on individual differences and key psychological theories, and apply this synthesis across different subdisciplines of psychology (MLO2).
3. Apply and evaluate the principles of clear and authentic communication via verbal and non-verbal methods (MLO3).
4. Critically reflect on their own professional skills and values (MLO4).
5. Practice collaborative work to support their learning of professional conduct and consider and value the perspectives of others (MLO5).

Outline Syllabus

This module will introduce students to a range of topics in cognitive psychology and explore their application to everyday behaviour. The specific topics covered may vary each year, depending on the staff members assigned to teach the module. However, indicative topics—based on current staff expertise—include misinformation and fake news, judgement and decision making, learning and attention, working memory and long-term memory, and language. Each weekly lecture will focus on a different topic, introducing the relevant cognitive processes, key theories, and experimental research findings that test the theories and distinguish between competing accounts. Emphasis will be placed on linking cognitive theory and evidence to real-world behaviour, illustrating how insights from cognitive psychology can inform responses to pressing societal challenges—for example, countering misinformation, promoting sustainable behaviour, and enhancing learning in educational settings. The coursework will take the form of a unique “policy briefing” assignment, in which students respond to a hypothetical “call for evidence” issued by a UK government agency on one of several pressing topics (e.g., strategies to counter misinformation and fake news). Students will be required to draw on relevant cognitive theories and empirical evidence to develop clear, actionable policy recommendations. To support this, dedicated workshops will provide guidance on structuring and writing an effective policy briefing. Additional workshops will offer opportunities for students to work in small groups to apply insights from lectures to a variety of decision-making scenarios and practical contexts, thereby strengthening their ability to connect theory with real-world application.

Assessment Proportions

The lectures will introduce students to key cognitive processes, theories, and empirical findings, highlight how these relate to real-world behaviour, and demonstrate how such insights can be used to address fundamental societal issues. The module adopts a student-centred, active learning approach. In workshops, students will engage in small-group problem-solving activities, applying knowledge from the lectures to devise strategies and interventions for tackling real-world problems. Workshop sessions will be facilitated by teaching staff, who will move between groups to support and guide discussions. The coursework further supports problem-based learning by requiring students to synthesise, evaluate, and apply psychological knowledge to a specific policy issue. To assist with this, dedicated sessions will provide structured guidance on how to complete the assignment effectively. This integrated approach promotes student ownership of learning and fosters the development of higher-order critical thinking skills. The assessment on the module comprises two parts:

• Policy Briefing CWA (40%): Students will respond to a government-style “Call for Evidence” issued by a body such as the House of Commons Science and Technology Committee. Example topics may include misinformation and fake news, driver distraction and road safety, or behavioural interventions to promote sustainability. Students will be expected to identify relevant cognitive processes and theories, summarise key empirical findings, outline real-world implications, and provide at least three concrete policy recommendations. The briefing should be written in a clear and accessible style for a non-specialist audience.
• MCQ 1-Hour Final Exam (60%): Students will be required to answer 40 multiple-choice questions based on the lecture content to assess their understanding of—and ability to apply—the core knowledge acquired in the module.

The module’s assessment strategy has been designed to ensure both authenticity and psychometric soundness. The Policy Briefing coursework represents an authentic assessment that closely mirrors real-world tasks students may encounter in professional settings, such as synthesising and evaluating information to develop evidence-informed responses to practical problems. The final multiple-choice exam—which will sample questions from across the full range of lecture topics—offers a content-valid and reliable means of assessing students’ broader knowledge of the module. Together, the Policy Briefing and the multiple-choice exam will assess both depth and breadth of understanding.

PSYC6151: Innovations in Developmental Psychology

• Terms Taught: Michaelmas
• US Credits: 5 US Credits
• ECTS Credits: 10 ECTS Credits
• Pre-requisites: Equivalent to Introduction to Psychology

Course Description

This module is designed to meet the BPS requirements in the area of developmental psychology. This module aims to enhance students' knowledge of developmental psychology building on knowledge gained during PSYC4152 (formerly PSYC115). Specifically, students should gain a better, more in-depth knowledge of theoretical problems in developmental psychology. The big debates of the day involve Nativist vs. Empiricist accounts of knowledge and the research tends to focus on foetal, infant, and child perception and reasoning. Developmental psychology steers a course between these two polarities. We will examine these contemporary debates by focusing on the latest research on a variety of topics, from prenatal to later childhood development and adolescence and into old age and cognitive decline, spanning motor, perceptual, cognitive, communicative, social, emotional and cultural aspects. As students progress through the course, they assume increasing responsibility for their own learning and develop self review skills, preparing them for their future professional careers.

Educational Aims

1. Critically evaluate the key theories of developmental psychology across multiple psychological perspectives to psychological problems and hypotheses.
2. Synthesise knowledge from historical and conceptual work, research on individual differences and key psychological theories and apply this synthesis across different areas of developmental psychology across the full lifespan.
3. Critically evaluate the principles, processes and practises of quantitative psychological research methods in developmental psychology and their strengths and weaknesses.
4. Apply and evaluate the principles of clear and authentic communication via verbal and non-verbal methods.

Outline Syllabus

This core module builds on the prior year foundations for understanding developmental psychology as a discipline from different theoretical and methodological perspectives, covering the topic area required for British Psychological Society accreditation. The lectures and seminars are focused on a variety of key topics in developmental science, from prenatal to later childhood development and adolescence and ageing and cognitive decline, spanning motor, perceptual, cognitive, communicative, social, emotional and cultural aspects. The fundamental questions of development: what capacities make humans able to learn so much about the world, by what mechanisms are capacities acquired, and how development can take an atypical trajectory, or how do these things change later in life, how do genetics and the environment contribute to both healthy development and healthy ageing, are addressed together with the theoretical debates that have surrounded these questions in the past in contrast to today.

Assessment Proportions

Core knowledge in developmental psychology will be delivered via lectures whilst seminars will focus on skills development. Seminars will focus on the development of focus paper review and debate in preparation for both the verbal and written assessment. The module will introduce Lecturer-led peer review for large group activities. This formative activity will involve short practice writing, engagement with marking criteria, and both self and peer review. This skill development will feed directly into their written exam. Assessment strategies will measure both verbal and written communication skills for diversity of assessment and development and measurement of a range of employability skills. Inclusivity will be fostered by enabling verbal assessment in small seminar groups. Specifically:

• flash talk CWA with alternate option
• In exam conditions, students will be assessed on their written communication.

PSYC6171: Clinical Psychology

• Terms Taught: Michaelmas
• US Credits: 5 US Credits
• ECTS Credits: 10 ECTS Credits
• Pre-requisites: Equivalent to Introduction to Psychology

Course Description

In this module we aim to introduce and enhance students' knowledge of clinical psychology. Students will discover what clinical psychology is, learn about key theoretical frameworks and treatment approaches, and develop an understanding of how research is related to practice.

Educational Aims

Upon successful completion of this module students will be able to…

• Using research and theoretical evidence, evaluate general and specific aspects of clinical psychological research and practice.
• Explain and evaluate key theoretical and methodological frameworks that guide clinical psychological practice.
• Describe and synthesise knowledge of prominent psychological disorders affecting different populations.
• Formulate a judgement on professional issues facing practitioners of clinical psychology with varying specialisms, such as Cognitive Behavioural Therapy.
• Evaluate the basic principles of psychopharmacology and major brain neurotransmitter pathways and the mechanisms by which drugs alter brain functioning and behaviour.
• Compare a range of treatment strategies for psychological disorders

Outline Syllabus

The module will cover what clinical psychology is, learn about key theoretical frameworks and treatment approaches, and develop an understanding of how research is related to practice. We will describe and discuss prominent (neuro-)psychological disorders affecting different populations, such as Autism Spectrum Disorder, Schizophrenia, and Alzheimer’s Disease in terms of their assessment, aetiology, research background and therapeutic interventions. Students will also be introduced to topics and concepts that include theoretical and practical issues related to clinical psychopharmacology (e.g. the pharmacological treatment of schizophrenia, anxiety, depression).

Assessment Proportions

This module will be taught through a combination of large group lectures and small group seminars. Small group seminars will facilitate group working and discussion opportunities, as well as opportunity to critically reflect on professional issues facing clinical psychology practitioners, and how these might apply to their own development and career trajectory. This module will be assessed through a critical review (coursework) which will assess students’ evaluation of research and integration of theoretical evidence across different methodologies and sub-disciplines of clinical psychology. The exam will assess students’ knowledge and understanding of course content: varied psychopathologies and their therapeutic interventions. The exam will consist of two sections of which students must select a question on each (one question on a topic of psychological disorders; one question on therapeutic interventions).

PSYC6172: Cyberpsychology

• Terms Taught: Michaelmas
• US Credits: 5 US Credits
• ECTS Credits: 10 ECTS Credits
• Pre-requisites: Equivalent of Cogition and Social Psychology

Course Description

This module offers a contemporary psychological analysis of cyber behaviours and the digital footprint created by and used in the service of human activity. The module will help students integrate (and contrast) traditional psychological concepts with online behaviours that inevitably show both commonalities and differences. Integrations across time and context makes this especially suitable as a year 6 option.

Educational Aims

Upon successful completion of this module students will be able to…

1. Create a community-focused public-facing text that synthesizes research knowledge
2. Analyse and evaluate the challenges and opportunities in undertaking a collaborative group activity
3. Analyse contemporary research findings in the module context
4. Critically reflect on their own professional skills and values.
5. Practise inclusive and collaborative work and reflect on how this supports their learning of professional conduct and considering and valuing the perspectives of others.

Outline Syllabus

This module deliberately straddles traditional disciplinary silos (such as “cognition” “development” and “social processes”) by integrating across topics to develop an appreciation of a contemporary intellectual space that also presents numerous real world challenges and opportunities – human interactions across cyber spaces. One of the key objectives of the module is to present a critical assessment of “traditional” psychological ideas and concepts for contemporary online circumstances – this will expose both the continuities and the idiosyncrasies across time and domain when confronting contemporary issues. A second key objective is to surface the link between problems and methodologies for addressing them. A third objective is to apply critical thinking to topics that are susceptible to simplistic portrayals Sample topics include:

• Gaming, psychological health and cyberspace addiction
• Online trust and crime in cyberspace
• Multitasking and distractions in cyberspace
• Cyberbullying and cyberinfluence
• Digital visual data, privacy and ethics

Assessment Proportions

The module adopts a student centred, active learning approach appropriate to a final year module. Teaching will integrate across different forms of contact type and contact style to provide students with a combination of (i) core knowledge for the module (ii) support to understand and exploit the assessment objectives and opportunities. The coursework will involve groupwork and support, expectations and requirements for the group-work will be presented as soon as possible. Simultaneously, the coursework involves developing public-facing text and as such responsibilities and opportunities will be delineated. Since the coursework involves groupwork, an interactive group-centred dynamic will be developed across the learning and teaching environment, one which complements and enhances individual student development. The assessment on the module comprises a portfolio of elements linked to a key objective;

• Group coursework that involves the development of public-facing text such as Wikipedia or wikijournal entry (max 1000 words). This will be on a topic of the group’s choosing in consultation and with agreement of a staff member.
• A reflective notebook or diary (max 1000 words) that is prepared by individuals that, for each student, documents meetings, progress and introspections about activity.
• A brief (500 words) report that provides a concise critical reflection of one contemporary research paper associated with the group activity (in the same area). The research paper will be chosen in agreement with a staff member and the report will focus on any notable feature(s) of the work (either positive or negative)

PSYC6221: The Lying Brain: the Neuroscience of Hallucinations, Delusions, and Disorders of Consciousness

• Terms Taught: Lent/Summer
• US Credits: 5 US Credits
• ECTS Credits: 10 ECTS Credits
• Pre-requisites: Equivalent of Neuroscience/Biological Psychology

Course Description

This module will critically examine striking aberrant human experiences (hallucination, delusions, disorders of consciousness) and the contemporary theories proposed to account for them. The module will cover the underlying mechanisms and theoretical models for a wide range of aberrant experiences. The module will be built around what these striking experiences reveal about how the brain and cognition are organised and how they work both to explain such striking experiences and in terms of brain function more generally. Building on the foundations from PSYC5221, a wide variety of examples (historic and contemporary), approaches and methods will be examined in relation to over-arching theory. Examples will be taken from neurotypical populations as well as pathological, neurological, and clinical cases thus revealing important individual differences and predispositions. An emphasis on exploring what is both necessary and sufficient for the occurrence of hallucinations / delusions will be pursued. A specific recurring theme, running through the course, will be for students to ask themselves “why certain types of hallucinations / delusions are occurring as opposed to any other random possible alternative experience?” This will facilitate a more “processes / mechanisms” approach to help develop a critical understanding in students. Each lecture will cover a different topic, syndromes and conditions to illuminate concepts which unite aberrant experiences more generally and identify the unsolved challenges that remain. The module will also focus on the latest in neuroscientific methods utilised to examine such experiences so students can appreciate the relationship between underlying questions, research methods, potential results / findings, and overarching theory. This conceptual understanding is fundamental to the assessment(s). Underlying philosophical concepts will also be explored. The module will develop skills like critical and independent thinking, develop leadership in learning. develop an independent learner identity and develop skills in problem solving, assimilation, synthesis and generating insight which are embodied in both the formative and summative assessments.

Educational Aims

Accurately distinguish between key constructs

• Demonstrate a clear and critical understanding of the definitions, phenomenology, and neurocognitive underpinnings of sensory hallucinations, delusional beliefs, and related disorders of consciousness.

Theory evaluation and conceptual integration:

• Demonstrate a comprehensive grasp of key theoretical frameworks for hallucinations and delusions including how these frameworks converge or diverge in terms of neural mechanisms, explanatory power, and scope.

Interrogate traditional (historic) versus contemporary models:

• Synthesise and contrast traditional western ‘medical model’ views with contemporary ‘continuum’ views of anomalous experience. Evaluate the historical, cultural, and individual-differences implications of each, including their capacity to explain such striking experiences / disorders (and with relevance to stigma, neurotypical experiences, and neurodiversity).

Apply neuroscience to theory testing:

• Demonstrate a critical understanding of contemporary neuroscience methods and how these tools are used to interrogate mechanisms underlying disorders of consciousness.

Understand the scientific process in context:

• Show an understanding of how scientific questions evolve, from conceptual foundations through experimental design to theoretical implications and apply this process to generate original, testable hypotheses within the domain of over-arching theories in the field.

Outline Syllabus

The existence of hallucinations, delusions, and disorders of consciousness provide profound insight into the workings of the human brain, challenging our deepest assumptions about perception, belief, and the very nature of reality. These experiences provide a rare window into the dynamic architecture of the brain and the delicate construction of conscious awareness. When neural processes become aberrant, they expose the core computational and neurobiological mechanisms that typically remain hidden beneath the surface of everyday cognition. This is neuroscience at its most fundamental, and its most fascinating. This module explores the neuroscience of some of the most striking and unusual human experiences: hallucinations, delusions, and altered states of consciousness, not merely as curiosities, but as windows into the fundamental organisation of the brain and mind. When perception and belief go awry, they expose the deeper architecture of cognition, consciousness, and brain dynamics. Using a thematic, research-led approach, this module explores what hallucinations, delusions, and related phenomena can reveal about the neural basis of aberrant subjective experience. Students will critically engage with major theoretical frameworks to investigate how disruptions in perception and belief may reflect fundamental principles of brain function. The course also introduces students to state-of-the-art neuroscientific methods, such as brain imaging, neurostimulation, and computational modelling, highlighting how these tools are used to probe the mechanisms behind aberrant experiences. A strong emphasis is placed on the scientific process: how research questions emerge, how methods are chosen, and how empirical findings shape, challenge, or refine theoretical models. Alongside the core scientific content, students will reflect on broader historical, conceptual and cultural perspectives, including how we define ‘normal’ versus ‘abnormal’ perception, and the implications of framing such experiences through either a medical or continuum-based lens. Learning is supported throughout with opportunities for reflection and formative feedback, helping students develop their skills for a final summative assessment: a grant proposal designed to foster critical and independent thinking, research planning, and scientific creativity. Your brain is lying to you, find out how and why in ‘The Lying Brain”.

Assessment Proportions

This final-year module is designed to challenge students intellectually while providing structured support to foster independent thinking, critical analysis, synthesis, and scientific creativity. Teaching is research-led and thematically organised, with lectures and workshops encouraging students to engage with core theoretical debates, identify gaps in current knowledge, and reflect on how such gaps can be addressed through innovative experimental ideas and design. The learning strategy emphasises active engagement with scientific questions, not just the passive acquisition of facts. Students are encouraged to take leadership in their learning, developing insight, arguments, weighing evidence, and proposing new research directions. Alongside theoretical content, students will explore cutting-edge neuroscientific methods and how these are used to investigate complex phenomena like hallucinations and delusions. The module incorporates inclusive teaching practices and invites students to reflect critically on how cultural and historical contexts shape the interpretation of anomalous experience, including decolonial perspectives on diagnostic framing. The assessment(s) are constructively aligned with learning outcomes and support intellectual development across the semester. Students first complete a formative Scientific Appraisal Exercise followed by a summative Research Grant Proposal. This two-stage format scaffolds learning and reflects authentic research thinking and planning, allowing students to develop higher-order skills in critical thinking, scientific reasoning, hypothesis generation, and scientific communication, all commensurate with Level 6 objectives.

PSYC6231: Current Directions in Social Psychology

• Terms Taught: Lent/Summer
• US Credits: 5 US Credits
• ECTS Credits: 10 ECTS Credits
• Pre-requisites: Equivalent of Introduction to Psychology

Course Description

This is an advanced undergraduate course that builds on knowledge acquired in second year social psychology. Second-year social psychology provided a basic grounding in social psychology, introducing the kinds of topics that tend to feature in standard textbook introductions to the discipline (e.g., social identity, prejudice). Current Directions moves beyond this basic coverage to explore some of the current specialized topics, assumptions, tensions and debates that mark the production of social psychological knowledge. We also consider the practical application of this knowledge to contemporary issues and related disciplines (e.g., religion, philosophy, history, ethics). To accomplish this aim, there may be instances where we re-examine some topics covered in earlier years in greater critical depth, enriching and qualifying what we (think we) know about social issues.

The applied coursework for this module is also meant to have students think critically, constructively, and creatively about how social psychology as a discipline might be applied to real world problems. The approaches to assessment on the module is designed to level 6 learning outcomes related to critically evaluating and synthesizing psychological theories and knowledge, apply this knowledge in original ways to problem solve, and communicate their learning and vision in clear and authentic verbal and non-verbal modalities.

Educational Aims

At the end of this module, students should be able to:

1. Understand and discuss in depth some key topics in social psychology
2. Discuss and synthesize the conceptual and methodological foundations of several different aspects of social psychology
3. Critically evaluate different research areas in social psychology
4. Discuss and demonstrate how social psychology may be applied to ‘real world’ problems and issues

Outline Syllabus

Current Directions is designed to engage with a variety of ‘current’ topics that represent specialised themes within social psychology. These themes may change year-on-year depending on the interests and expertise of lecturers. The aim for this module is to present on a few themes in great depth and concentration, as opposed to having a wide syllabus more representative of first and second year curriculum. Example Topics to be taught on Current Directions:

• Behaviour Change
• Psychology of Animal Treatment / Human-Animal Relationships
• Psychology of Religion
• The Moral Self
• Artificial Intelligence / Machine-Human Interactions
• Mind Attribution, Dehumanisation, and its Social Consequences
• Effective Altruism and Rethinking Empathy in Prosociality
• Reputation Management and Game Theory in Human Interactions
• Psychology of Violence, War and Genocide
• Bystander Intervention

Assessment Proportions

• A coursework project (40%). This involves the application of social psychological knowledge in the form of an innovative practical/applied exercise, which consists of a creative/applied component (500 words max for text-based formats; 2 minutes max for video-based formats) and a research compendium with a reference list (1500 words, not including the references). Three-to-four options are provided that relate to different aspects of the course, for example, developing a behaviour change campaign for an animal interest group aimed at shifting or encouraging a particular behaviour, based on social psychological findings. This coursework addresses all seven learning outcomes (specific and general) as it requires students to synthesize knowledge from the course and apply it to address a ‘real world’ issue very much like they would if they were working for a team or organization outside of university, argue for and defend their strategy based on evidence and social psychological theory, and reflect on and identify potential limitations of their strategy. The creative component requires them to produce something of practical value, for example, a video, visual ad, leaflet, children’s book, storyboard, website, social media campaign, etc.
• Multiple-choice exam (60%). During the exam period, students will sit a 1 hr exam with 40 MCQs. The MCQ exam is to ensure that students have engaged with, revised and consolidated their learning across the range of topics taught, ensuring both breadth and depth has been assessed on the module.

PSYC6232: Forensic and Criminological Psychology

• Terms Taught: Lent/Summer
• US Credits: 5 US Credits
• ECTS Credits: 10 ECTS Credits
• Pre-requisites: Equivalent of Social Psychology and/or Cognitive Psychology

Course Description

This module aims to introduce students to how psychology can help with issues related to national and international security, including police investigations and dealing with antagonists and courtrooms. Examples of topics include offender profiling, lie detection, investigative interviewing, hostage negotiation, risk factors for criminal offending, criminal decision-making, stigma, victimology, and legal decision-making.

Educational Aims

Upon successful completion of this module students will be able to…

1. Apply a scientific framework to understand crime, criminal behavior, and investigative practices.
2. Discuss and evaluate different explanations and theories of crime, criminal behavior, and investigative practices.
3. Consider the merits and limitations of these explanations and theories.
4. Apply psychological theories of behavior to forensic contexts.
5. Think critically about a range of controversial issues within Criminological, Forensic & Investigative psychology.
6. Practise inclusive and collaborative work and reflect on how this supports their learning of professional conduct and considering and valuing the perspectives of others.

Outline Syllabus

The module will be structured around three broad themes, allowing instructors to modify it to align with student needs and current events.

• Theme 1: Understanding crime and criminal behaviour.
• Theme 2: Talking to people about crime and criminal behaviour.
• Theme 3: Blaming and absolving people for crime

Students will gain an appreciation of what can be learned from studying crime, criminal behaviour, and criminal investigation in a scientific framework and will be able to discuss relevant theories. The module will explain how to apply psychological theories of behaviour to explain criminal case studies and experiences in criminal contexts, including within the court.

Assessment Proportions

In this module, we will examine the complex world of crime and criminal behavior through a structured approach that combines lectures and discussion Q&As. Our focus will be on applying a scientific framework to gain a deeper understanding of the various factors that influence criminal behavior and the practices used in criminal investigations. Students will explore and evaluate explanations and theories related to crime and criminal behavior, enabling them to appreciate the nuances of this field. As part of this process, we will critically assess the merits and limitations of these theories, providing a comprehensive view of their applicability in real-world scenarios. Additionally, we will apply psychological theories of behaviour to forensic contexts, offering insights into how these theories can inform our understanding of criminal actions. Throughout the course, students will be encouraged to think critically about a range of controversial issues within Criminological, Forensic, and Investigative Psychology. Assessment will be conducted through prerecorded group presentations, allowing students to showcase their understanding and engagement with the material, along with an essay exam to evaluate their critical thinking and analytical skills. Through this collaborative learning environment, students will emerge with a robust understanding of the intricate dynamics of crime and the psychological factors at play.

PSYC7131: Psychological Perspectives and Digital Behavioural Data

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Student must have completed an undergraduate degree in a relevant field.

Course Description

This module aims to… The aim of this module is to develop key critical thinking skills by assessing and synthesising key psychological theories with recent advances in digital technology. Students will learn to critically evaluate psychological theory and research with a view to engaging with questions of methodological adequacy, theoretical integrity, and the quality and quantity of empirical evidence. Students will gain familiarity with the scientific process and with the concerns of research ethics in the process of developing an understanding of how new digital technologies are impacting psychological science – for good and ill. Through a combination of taught content, formative and summative assessments, students will develop key problem solving and critical evaluation skills. Students will further develop interpersonal and communication skills and gain experience disseminating key theories and critical arguments. Students will gain a proficiency in information literacy and be able to justify the strengths and weaknesses of digital data to solve discipline specific and wider societal problems.

Educational Aims

Upon successful completion of this module students will be able to…

1. Critically appraise psychological theory and research in new digital environments.
2. Synthesise and integrate interdisciplinary knowledge when discussing research processes, theory development and methodologies.
3. Critically evaluate and apply key principles of digital ethics and the range of scientific practices required to enhance the reproducibility of research (e.g., replication, preregistration, sample size estimation).
4. Demonstrate key critical thinking skills by synthesising and assessing key psychological concepts, assumptions and evidence in the digital age.
5. Communicate psychological arguments and findings clearly, persuasively, and appropriately for audience and format.
6. Produce and disseminate information about and evaluations of psychological research in the digital age.

Outline Syllabus

The current module is designed to explore overarching concepts and theoretical frameworks that underpin work in psychology and behavioural analytics. Here, students learn a theoretical toolkit and understand the implications for how they might use these concepts to explore or refine a psychologically relevant question using digital data. To this end, the module discusses the current state of psychological science and the key tensions that exist as psychologists begin to embrace new forms of digital data. The module introduces key psychological theories and explores which theories are best supported ‘outside of the lab’ by new forms of digital data. Beyond positioning psychology across this new digital plane, the module deals with issues of research ethics, morality, and scientific practice. Some of the key questions covered by this module may include:

• What do we mean by ‘Psychological Science’ and ‘Computational Social Science’?
• What can we learn from history as we advance to a new age of ‘digital behaviourism’?
• How can psychological theory contribute to computational social sciences?
• How is theory important for data collection, interpretation, and analysis of digital data?
• What new forms of digital data can psychologists collect (and what can’t they)?
• What are the tensions between top-down versus bottom-up approaches to data?
• What are the tensions between digital trace versus subjective experience?
• What are the pertinent ethical concerns raised in the use of digital technologies?
• What are some of the questionable research practices faced in the field and how can we develop an understanding of tools to mitigate against these issues?

Assessment Proportions

• 80% Coursework, intervention pack and report assessment, ~2000 words
• 20% Participation and Engagement

Students complete a coursework assessment (80%) in which they design a psychologically informed intervention for a chosen organisation (e.g., NHS, Police, charity), including a mixed-media intervention pack and persuasive report outlining its rationale, design and evaluation using digital data methods.

The remaining 20% is based on observed in-class participation and engagement. Here, students are assessed weekly using a pre-defined marking rubric which assesses attendance and timekeeping, communication, collaborative working, and task engagement within interdisciplinary group work. Final marks are determined holistically based on performance across all criteria.

PSYC7142: Understanding Humans Through Data

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Student must have completed an undergraduate degree in a relevant field.

Course Description

The aim of this module is to equip students with the understanding needed to apply a range of analytic techniques that are standard in professional practice in psychological research. The module will develop knowledge of a core set of analytic methods through a combination of lectures and practical workshops. Students will learn to think about data critically, and how to consider extracting meaning from these data. They will develop skills to apply statistical tests in a variety of settings. This will promote the capacity to confidently identify the appropriate technique for interpreting and analysing data across a wide range of investigation types.

Educational Aims

Upon successful completion of this module students will be able to…

1. Understand data analysis and processing tools, using the statistical programming language R
2. Apply statistical tests that are core to current practices
3. Analyse and evaluate the appropriate approaches that can be applied to test predictions about human behaviour
4. Create effective reports of research findings using text and visualisations
5. Create novel psychological insights by relating data analysis to theories of behaviour

Outline Syllabus

The module aims to provide an introduction to data and how it relates to behaviour, providing a foundation for students new to quantitative data and statistical analysis, and building up students’ skills to enable them to think critically about data with respect to psychological theories, and to flexibly apply statistical analyses to examine data from a wide variety of sources addressing a broad set of psychological questions. The module advances week by week with theory and practical skills proceeding in tandem. The theoretical development will address considerations about data, ethics, open science, and statistical tools. The practical skills development will build abilities in importing, tidying, transforming, and analysing data with statistical tests, using R and R-Studio. Students will learn about the importance of replicability of experimental studies, and how to test this, alongside considerations of reliability and validity of psychological data with respect to theoretical frameworks in psychology. Students will learn to recognise different types of data, how to visualise and communicate with data, and how to apply statistical tests appropriately according to the data structure. By the end of the module, students will have an ability and affinity with secondary data analysis, replicating analyses from previous studies, and extending published data analyses with their own analyses and visualisations of data. This will prepare them for approaching any real-world dataset, equipping them with the tools needed to recognise data structures and types, to effectively investigate and interrogate the data, and to apply appropriate statistical tests to determine patterns within the data. Indicative statistical tests will cover chi-squared test, t-tests, correlations, and multiple regressions, embedded within the framework of the linear model. Regarding the graduate attributes, students will have the opportunity to develop in all three areas: In terms of academic excellence, students will develop skills in cutting-edge data analysis techniques applied to enhance their subject-specific knowledge about psychology, embedded within ethical scientific practice, and will be given a platform on which they can apply their skills to solve problems and handle complexity of behavioural data. In terms of professional excellence, they will be equipped with knowledge, experience, and problem-solving skills, practised individually and in teamwork, enabling them to apply their skills to a range of professional workplaces. In terms of global citizenship, students will gain knowledge about biases in scientific enquiry and data, and how to minimise these in ethical approaches to research and professional conduct, through representativeness of sampling with attention to diversity, equality, and inclusivity in practice.

Assessment Proportions

• 40% Coursework, 2x20% web-based assessments
• 60% Research Report, ~1500 words

PSYC7143: Critical Thinking and Workplace Skills

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Student must have completed an undergraduate degree in a relevant field.

Course Description

This module aims to…

• Equip students with an understanding of the ethical concerns that confront practitioners in contemporary research in the psychological sciences, and of the moral and theoretical concepts that underpin best-practice approaches to addressing those concerns.
• Introduce students to the practical skills necessary to locate, analyse, evaluate, and synthesise research literatures across psychological science topic areas.
• Introduce students to the conceptual challenges involved in evaluating theoretical accounts of psychological phenomena, or in constructing theoretical accounts, in the psychological sciences.
• Develop a critical awareness of the challenges inherent to the development of reliable, valid, and generalisable measurements or tasks in the psychological sciences.
• Develop students’ communication skills so that they can produce effective written text or spoken presentations suitable for academic or non-academic professional audiences.
• Develop students’ feedback literacy skills so that they can construct, and work with, feedback on communication outputs, effectively, in a manner appropriate to professional settings.

Educational Aims

Upon successful completion of this module, students will be able to…

1. Apply the ethical principles required to address the ethical questions that arise in the context of contemporary research practice in the psychological sciences.
2. Critically evaluate statements of theory, or of theoretical assumptions, where they are present in psychological research reports.
3. Critically evaluate the operationalisation of psychological measurements, or of experimental tasks, or of digital behavioural trace data processes, given the presentation of methodological information in research reports.
4. Analyse the findings deriving from single or multiple scholarly (research or other formal) sources relevant to a research objective or question, in the context of an understanding of relevant theoretical or methodological assumptions.
5. Communicate findings from research reports in a manner consistent with evaluative criteria for contemporary professional (academic, clinical, commercial, or policy) communication practice.
6. Formulate constructive feedback, and respond effectively to feedback, in a manner consistent with evaluative criteria for contemporary professional (academic, clinical, commercial, or policy) practice.

Outline Syllabus

Our aim is to enable students to develop the critical reading, thinking and communication skills required for effective research practice in the psychological sciences. Acknowledging the likely diversity of student intake for this module, we have designed it to support integrated development of the following skills.

1. Critical reading skills -- Students will be introduced to the conventional forms or structures, the typical communicative intentions, and the varieties of professional accomplishment that are present in research outputs in the psychological sciences.
2. Critical review skills -- Students will be introduced to foundational literature search, evaluation and synthesis tools, to enable an effective scholarly response, to a research literature, as required to analyse the assumptions, methods, or findings encountered in the sources comprising a literature.
3. Critical thinking skills -- Students will be introduced to key concepts about construction of theoretical accounts in the psychological sciences, and to the evaluative approaches or methods required for the identification of statements of theory, to the evaluation of those statements, or of the derivation of hypotheses from those statements.
4. Critical communication skills -- Students will be supported in the development of a practical and reflective engagement with current research-informed thinking about the processes that underly effective scientific communication, and the development of those processes, in the context of writing for dissemination to scholarly or to public audiences, and in the context of evolving ideas about ethics, quality, and impact, given the advent of Large Language Models.
5. Ethical principles and ethical questions in research practice the psychological sciences -- Students will be supported in the development of a critical, reflective, awareness of the ethical questions that may arise in contemporary research practices, and of an understanding of the key ideas or principles they can apply to address those questions as research practitioners.

Assessment Proportions

• 25% Ethics Assessment, web-based
• 75% Critical Review, ~1500 words

PSYC7151: Developmental Psychology

• Terms Taught: Michaelmas
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Student must have completed an undergraduate degree in a relevant field.

Course Description

This module aims to provide students with a solid background of developmental psychology as an evidence-based science, with a focus on research methods and theories. The content of lectures, discussions, and other interactive activities centres on the problem of understanding the nature of development, both in conceptual terms and in the conduct of research and practice involving children. Students will learn about key contemporary methods and theoretical approaches and will use this foundation to consider applications of developmental psychology to real world questions which inform practitioners and policy makers.

Educational Aims

Upon successful completion of this module students will be able to:

1. Apply key psychological theories to problems and hypotheses in the scientific study of development.
2. Critically evaluate different theoretical accounts of human development and synthesise knowledge about different aspects of human development.
3. Understand methodological approaches to assess developmental change.
4. Develop critical literature review skills within the discipline.
5. Develop critical evaluation and communication skills to discuss, present, and write about controversial disciplinary issues.
6. Apply psychological theories of development to educational, parenting and social policy issues.

Outline Syllabus

The module will introduce students to fundamental and advanced theory in developmental psychology in order to enable them to apply theoretical insights to a range of research and practical questions relating to developmental change. The content of the sessions will cover key issues in developmental research spanning infancy to middle childhood, with the spotlight on current important research areas, including literacy, curiosity, executive functioning, and others. The content sessions will further explore key methods for the analysis of developmental change and discuss how data from developmental studies can be applied to practical aspects of working with children. After taking this module students should be able to:

• Have an appreciation of what can be learned from studying human development within a scientific framework.
• Understand and discuss different accounts of human development, and how they might be distinguished.
• Apply psychological theories of development to educational and social policy issues.
• Understand and discuss the specific research approaches that are designed to assess developmental change.
• Think critically about a range of controversial issues within developmental psychology.
• Develop analytical skills in understanding how studies test theories about behaviour.
• Grow communication skills in group work, presentations, and writing.

Assessment Proportions

• 50% Class Test
• 50% Individual Presentation

Class test: a written lay summary (1000 words, 1 hour, 50%) will assess students’ ability to formulate an accessible summary describing a piece of research, such as a peer reviewed empirical journal publication, for communicating with different audiences of the general public. The published research paper will be provided ahead of the assessment for reading and comprehension, and the assessment will be computerised, in person, closed book, under exam conditions.

An independent presentation (15 minutes; 50%) will assess students’ ability to clearly and accurately communicate developmental research, in written and verbal formats.

PSYC7231: Digital Data Applications

• Terms Taught: Lent
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Student must have completed an undergraduate degree in a relevant field.

Course Description

This module aims to… The aims of this module are two-fold. The first is to enhance the practical research skills of students when using new forms of digital data by adopting an interdisciplinary perspective embracing both psychology and computer science. This should serve students in their future careers by helping them integrate and extract rich knowledge from any dataset they are presented with. Students will be able to process human generated behavioural data which is prevalent in many industries (e.g., consumer and security). The second aim is to convey the practical applications of this interdisciplinary approach, by showing how new analysis methods and psychological approaches can provide solutions to real world problems. The combination of these two aims will equip students with the ability to perform practical analytics and produce solutions in any organisation they may work for in future. At the end of this module students should be confident and independent when presented with data of varying types and asked to produce insights and solutions from this. This confidence will be attained by enabling students to gain experience in learning to work with novel techniques and implementing them to solve real problems throughout this module. Consequently, the first educational aim is to turn students into effective learners when needing to update their data literacy. Secondly, this module aims to foster development in three general skills; curiosity, creativity, and critical thinking. Through asking questions such as “what can be learnt from this data” and “how is this useful for my particular application”, students will learn how general inquiry can help derive creative ways to approach and apply data analysis. Finally, the ability to communicate the promises, limitations, and outcomes of any given analysis task will serve students in future careers when collaborating with stakeholders and team members. Therefore, the final aim is to strengthen both verbal and written communication skills, with an emphasis on articulating not only the rationale for pursuing a particular approach, but also its limitations and potential implications.

Educational Aims

Upon successful completion of this module students will be able to…

1. Design and implement research/analysis which integrates computational and psychological approaches.
2. Critically evaluate how primary and secondary data sources can be scrutinised to ascertain quality and usefulness.
3. Demonstrate data literacy skills by interpreting and communicating contextually grounded, ethically informed insights from behavioural data.
4. Formulate, justify and evaluate analytic approaches that use digital behavioural data to address societal problems.
5. Evaluate the quality and usefulness of a digital dataset for a specific problem.
6. Communicate analysis clearly in written and visual forms, via appropriate data visualisations and written reports.

Outline Syllabus

In our cutting-edge programme, students will embrace a fresh interdisciplinary approach that fuses psychology and computer science. By applying this dynamic blend of disciplines, students will unlock innovative solutions to real-world challenges. Our curriculum introduces case studies that showcase how researchers have harnessed the potential of digital tools. Students will witness first-hand how psychology and new digital methods synthesise to enhance one another at every stage of the research process. In a laboratory environment, students will master the art of analysing emerging forms of digital data and extract meaningful insights through hands-on experiences with cutting-edge tools (such as Integrated Development Environments like R Studio, Spyder and state-of-the-art behavioural observation software like BORIS). Students will be exposed to several digital data types (e.g., video, sensor data, smartphone data, and digital trace data) and will be taught several methods of how to create meaningful psychological knowledge from this data. Students will learn a variety of data driven and theoretically driven analysis methods (e.g. data cleaning, predictive modelling, behavioural coding, data visualisation, and general data interrogation). Psychology has a rich history of analysis techniques, paradigms, and best practices. Our module goes beyond traditional computer science boundaries, showcasing how these invaluable psychological insights can illuminate the way we interrogate and interpret digital data. Students will witness how psychology plays a pivotal role in the technological revolution and the big-data movements, and learn the benefits of interdisciplinary research. Indicative topics may include: Observational methods and analysis, agent-based modelling, coded data, feature engineering, Tree models, bridging prediction and explanation and mobile sensing.

Assessment Proportions

• 50% Observational Methods Data Plan, ~1500 words
• 50% Digital Data Analysis Plan, ~1500 words

PSYC7242: Advanced Modelling with Psychological Data

• Terms Taught: Lent
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Student must have completed an undergraduate degree in a relevant field. Also, experience of Statistics/ Programming in R is important.

Course Description

The aim of this module is to equip students to conduct and present quantitative data analyses appropriately and effectively using advanced methods that are capable of accommodating the most common of the varied forms of observed outcomes (generalised models), and the varied kinds of psychological data structures (mixed-effects or multilevel models), that the students are likely to encounter in contemporary working practice for graduate psychologists. The module will provide an understanding of the motives to conduct research reproducibly, of the psychological factors that influence the effectiveness of data visualisation, and of the modelling approaches that link observed outcomes in psychological studies to systematic and random sources of variation. This module focuses on developing the skills and understanding required to analyse psychological data using modern and powerful statistical techniques in the R statistical programming language and environment. These techniques will include, especially, modelling approaches such as (general) linear models and (generalised) linear mixed-effects models due to their power, flexibility and accuracy across the widest range of applications in psychological science.

Educational Aims

Upon successful completion of this module students will be able to…

1. Apply key data processing tools, in R, in different contexts, for different kinds of data;
2. Identify the statistical methods that can be applied to conduct analyses in different contexts, for different kinds of data;
3. Apply (general) linear models and (generalised) linear mixed-effects models to analyse psychological data;
4. Communicate findings effectively using best-practice visualisations;
5. Develop data analysis findings as psychological insights.

Outline Syllabus

Students will be introduced to popular, modern, data analysis techniques through a combination of lectures and practical workshops. Skills and understanding will be developed in the context of examining real psychological data to test predictions derived from psychological theories or to address research questions typical of those pursued in the psychological sciences. Teaching, learning and assessment will be oriented around the modern data analytic workflow (or pipeline) that is core to much contemporary quantitative research practice and that, typically, provides the framework for best-practice guidance. Students will develop practical skills, knowledge and understanding in relation to:

• The formulation of research objectives, predictions or questions given gaps or limitations in the literature and given existing theoretical or methodological assumptions.
• The processing or tidying or wrangling steps required to transform raw data (from a variety of data generating mechanisms) to states capable of being analysed or visualised using data analytic tools in R.
• The effective visualisation of data structures or analysis results using evidence-based approaches to visual cognition, and modern visualisation methods in R.
• The analysis of psychological data using (generalized) linear (mixed-effects) models to test or to estimate effects of interest given data from a variety of study designs or data collection methods.
• The construction of computationally reproducible outputs (such as manuscripts, reports or webpages) to present data analysis methods and findings using Quarto, R Markdown or related flavours of markup languages designed to embed analysis and visualization code in text objects.
• Meeting the challenges involved in storing, sharing and documenting workflow, data, analysis code, and analysis findings to meet current open science best practice recommendations.

Assessment Proportions

• Write a structured abstract (300-words; 25%-of-credits) to outline a research objective, and to identify what analyses they will conduct to address that objective.
• Write a structured report (1500-words; 75%-of-credits) of the questions or predictions they examined, the scholarly background for their work, the methods used to generate and to analyse the data, the findings, and their implications for theory, policy or practice.

PSYC7244: Analysing Talk and Text

• Terms Taught: Lent
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Student must have completed an undergraduate degree in a relevant field.

Course Description

This module aims to provide students with an introduction to and grounding in both qualitative and quantitative approaches to the analysis of talk and text appropriate to Level 7. It is structured around, and takes students through, the process of conducting a research project. It aims to provide students with an understanding of basic research principles, the practical skills necessary to generate and collect suitable data, an understanding of the ethical issues attached to those data, an understanding of a range of qualitative and quantitative analytic methods, and their underlying epistemological assumptions. At the end of the module, students should be able to plan and conduct a piece of independent qualitative, quantitative or mixed methods research. This module and the skills it develops are essential in providing a balanced understanding of psychological research methods within the programme, and in equipping graduates with the wide range of analytic skills that are increasingly required in the workplace.

Educational Aims

Upon successful completion of this module students will be able to…

1. Formulate research aims and questions appropriate to the data to be analysed;
2. Identify an analytic method suitable to a set of research aims/questions and a data set;
3. Generate or collect data sets suitable to the research aims and questions in a manner consistent with appropriate ethical standards;
4. Identify the ethical issues particular to the conducting of qualitative and quantitative research;
5. Analyse textual data using any one of a number of analytic methods;
6. Conduct and report a qualitative, quantitative or mixed methods analysis of textual data in a manner consistent with the evaluative criteria for published research.

Outline Syllabus

The module is structured around the planning and conduct of an independent research project. As can be seen from the below indicative curriculum, the module guides the student through the various issues, considerations, methods and techniques necessary to do that. The topic of the project is led by the students’ own interests and requires them to identify a gap in an appropriate literature from which they can generate their aims and research questions. As such, the learning and assessment on this module supports the development of Graduate Attributes across all three of their aspects, emphasising skill and knowledge development, independence and self-motivated study, and engagement with contemporary social and global issues and challenges. In undertaking this module, students acquire not only an understanding of and practical skills in a range of qualitative and quantitative methodologies, but also a critical appreciation of the tensions that attach to their use in combination and of the limits on the interpretation of data of one type or another.

Indicative curriculum

1. Planning to analyse talk and text; formulating research questions
2. Data sampling and research ethics
3. Fundamentals of Natural Language Processing
4. Interviews and focus groups (including transcription)
5. Thematic Analysis and Interpretative Phenomenological Analysis (IPA)
6. Conversation Analysis and Discursive Approaches
7. Quantitative analysis through Linguistic Inquiry and Word Count (LIWC)
8. Sentiment Analysis and Applications
9. Combining methodologies
10. Project data sessions
11. Report writing and evaluation

Assessment Proportions

• 25% Research Proposal Presentation, 8 minutes
• 75% Analytic Report, ~3500 words

PSYC7251: Cognition in Infancy and Preschool

• Terms Taught: Lent
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Student must have completed an undergraduate degree in a relevant field.

Course Description

This module aims to provide students with an understanding of the latest trends in early cognitive development research, introduced by researchers investigating topics at the forefront of their field. The module introduces a series of topics of current and contemporary interest, and presents students with the conceptual knowledge to understand the issues, the theoretical background underlying the patterns of behaviour, practical insights into how research can have impact on children’s development, and introduction to the latest techniques for investigating human development. The aims of this module are to:

• Introduce students to very latest advances in studying the earliest stages of human cognitive development.
• Explore key methods for examining contemporary issues in this development.
• Examine cases where developmental research has been applied to practical aspects of working with infants and young children.

After taking this module students should:

• Understand key conceptual issues addressed by early cognitive development researchers.
• Have an appreciation of how theoretical frameworks underly behavioural observation and scientific practice.
• Understand how current research is being applied in practical settings with positive effects on infants’ and young children’s lives.
• Understand latest research methods and how they apply to theoretical frameworks in contemporary developmental psychology.
• Develop critical research, presentation, and writing skills for investigating and reporting on a contemporary question in developmental psychology

Educational Aims

Upon successful completion of this module students will be able to…

1. Critically evaluate psychological theory and research in contemporary cognitive development.
2. Integrate interdisciplinary knowledge when discussing research processes, theory development and methodologies.
3. Explain how contemporary developmental research has implications for improving infants’ and young children’s lives.
4. Display key critical thinking skills by synthesising and assessing key psychological concepts, assumptions, and evidence in contemporary developmental psychology.
5. Present clearly and persuasively in an academic setting.
6. Disseminate information and evaluations of psychological research in contemporary developmental psychology.

Outline Syllabus

What are the current contemporary issues in early cognitive development, how do researchers address them, and how do we convert this research to make a real difference to infants’ and children’s lives? This module presents students with a series of the very latest topics in prenatal, infant and preschool cognitive development, with experts talking you through how research in that topic area is formed, how it is conducted, analysed, how then the research can apply in practical settings, and what the next stages will be in the research topic - what will be the next step in our understanding of development? Students will cover 5 topics, each introduced by an expert working in the field. Indicative topics include:

• Young children’s growing understanding of word learning, language structure and grammar
• Learning perspective taking in children
• The role of curiosity in young children’s early learning
• Effect of memory and executive function on learning
• In-utero environmental effects on long-term educational outcomes

Assessment Proportions

There are two pieces of assessment:

• The first is a group presentation providing an outline of a follow-up study that focuses one of the topics presented across the course (25% of overall mark).
• The second is a 1500-word report that measures student’s knowledge of contemporary issues in cognitive development, and how they are researched. The assessment is a critical review of one contemporary issue with consideration of implications for impact of this research (75% of overall mark).

PSYC7252: Cognition in the Classroom

• Terms Taught: Lent
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Student must have completed an undergraduate degree in a relevant field.

Course Description

Education during the school years directly impacts further study and employment opportunities, and has also been linked to long-term physical and mental health. Understanding how individuals learn and engage in educational settings is therefore crucial. This module will explore this important question through the lens of psychology, with a particular focus on cognition. Focusing in detail on two key topics (indicative examples: memory, reading, language, curiosity), students will gain an understanding of the key role that cognition plays in the classroom. They will be introduced to contemporary research which has investigated how cognitive psychology concepts operate in educational settings. Students will also critically evaluate research studies and methodologies, identifying both strengths and weaknesses. Students will have the opportunity to apply this knowledge in a range of practical activities. Students will develop a range of skills during the module, including their ability to communicate complex information to non-specialist audiences (such as educational professionals), communicate effectively in different formats, and develop strong and coherent critique of research studies and methodologies.

Educational Aims

Upon successful completion of this module students will be able to

1. Describe and critically evaluate how cognitive psychology concepts operate in educational settings.
2. Critically evaluate research methodologies used to study cognition in educational contexts.
3. Apply psychological research findings in order to make recommendations for more effective learning environments.
4. Construct common themes across different research areas that examine the role of cognition in education.
5. Communicate psychological research findings to non-academic audiences (e.g. educational professionals) effectively.
6. Communicate effectively in different formats.
7. Critically evaluate research findings, considering both methodological strengths and weaknesses.

Outline Syllabus

Cognitive psychology is a core area of psychology that heavily influences how learning operates in the classroom. As part of this module, students will explore contemporary research which has studied the key role that cognition plays in education. Students will have the opportunity to critically evaluate research studies, identifying both strengths and weaknesses. They will also identify key gaps in our current understanding, and challenges that can emerge when applying findings from research studies in educational environments. As part of the module, students will also have the opportunity to apply knowledge learned in a series of practical activities in hands on workshops. Through such activities, students will develop a range of skills, including their ability to communicate complex information effectively to non-academic audiences, such as educational professionals. To examine the key role that cognition plays in the classroom, the module will focus on two key topics. Examples of topics that could be covered include memory, reading, language and curiosity. Key themes that may be covered across the module include the importance of assessing cognitive psychology concepts in educational environments, and different approaches that can be taken to assess such skills or abilities. The module will also cover ways in which cognition can be supported in the classroom to foster strong academic success. A key aim is to foster an understanding of how different theoretical, empirical, and practical approaches of the two key topics can be considered together, to identify overarching principles that inform future research and practice about cognition in the classroom.

Assessment Proportions

The module will be assessed by two summative assessments:

• a group presentation, in which students will communicate research findings in a way that is appropriate to an audience of educational professionals. Presentations will be delivered during the final workshop of the module, and will contribute 25% of the overall module mark.
• a 1500-word essay. This will involve students critically evaluating literature relevant to a theme taught within the module. This assessment will contribute 75% of the overall module mark.

PSYC7253: Neurodivergent Development

• Terms Taught: Lent
• US Credits: 5
• ECTS Credits: 10
• Pre-requisites: Student must have completed an undergraduate degree in a relevant field.

Course Description

This module aims to familiarise students with a range of neurodevelopmental conditions and, through description and analysis, consider the clinical continuum of early detection, diagnosis, and therapeutic intervention. The course will foster the ability to synthesise and integrate concepts across specific conditions, and to consider the appropriate level of explanation and methodological approaches for understanding developmental differences. By reviewing key, up-to-date, publications students will be introduced to the most recent theories and methodologies relevant to the study of development in selected neurodevelopmental conditions. The aim in conducting these reviews is to foster a critical, but constructive, attitude to the ways in which psychologists can advance understanding of neurodevelopmental conditions. Through undertaking this module, students will also develop transferrable skills that will enhance their employability, including teamwork, verbal and written communication for varied audiences, and time management.

Educational Aims

Upon successful completion of this module students will be able to:

1. Identify and understand what can be learned from studying neurodevelopmental conditions in comparison with neurotypical development.
2. Analyse and evaluate different accounts of the origins and nature of selected neurodevelopmental conditions.
3. Apply and adapt psychological theories of typical development to selected neurodevelopmental conditions.
4. Critically evaluate research methods that have been designed to assess neurodevelopmental conditions.
5. Understand how selected neurodevelopmental conditions are diagnosed and addressed through interventions, and critically evaluate these aspects of applied practice.
6. Analyse, evaluate, and communicate about research in discussions and written work for various audiences.

Outline Syllabus

In this module, students will explore differences in psychological development between neurotypical children and children with selected neurodevelopmental conditions. The course will examine these neurodevelopmental conditions in terms of key theoretical frameworks, aetiology, assessments, and interventions. Students will also learn how theoretical understanding and aspects of applied practice related to these neurodevelopmental conditions are informed by research. The module’s assessments will facilitate development of academic and practical skills, including detailed critical analysis of fundamental theoretical principles, synthesis of evidence-based arguments, extraction and summarisation of key research details, and communication for both lay and academic audiences through the mediums of writing, posters, and verbal narration. Indicative topics and themes include:

• Introducing the concept of neurodevelopmental conditions (e.g. autism, developmental language disorder).
• Theorising and analysing neurodevelopmental conditions.
• Assessments and interventions for selected neurodevelopmental conditions.
• Presenting scientific information about neurodevelopmental conditions to lay audiences.
• Mental health issues associated with neurodevelopmental conditions.
• Critical evaluation of diagnostic categories and co-occurring neurodevelopmental conditions.

Assessment Proportions

• 70% Essay, ~1500 words
• 30% Poster, < 500 words + 5 minute narration