PROGRAMME QUALITY HANDBOOK 2018-2019 FdSc Psychology … · Key Skills Literacy level 2 Numeracy...

Page 1 of 52 Last Saved: 21/06/2018 University of Plymouth Academic Partnerships Programme Quality Handbook UK

PROGRAMME QUALITY

HANDBOOK 2018-2019

FdSc Psychology with

Sociology

Page 2 of 52 Last Saved: 21/06/2018 University of Plymouth Academic Partnerships Programme Quality Handbook UK

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

2. Programme Specification ................................................................................................... 7

3. Module Records ................................................................................................................. 21

*e.g a foundation degree delivered full-time over two years would have all level 4 modules delivered in year 1. A foundation degree delivered part-time over 3 years would normally have 80 credits of level 4 delivered in year 1 and 40 credits delivered in year 2

1. Welcome and Introduction to FdSc Psychology with Sociology.

Welcome to the Foundation Degree in Psychology with Sociology delivered by University Centre South Devon. The Foundation Degree is designed to provide the knowledge and skills that are necessary to enable students to be versatile and adaptable in progressing to further study and / or employment in a variety of professions. The module content provides a broad understanding of key perspectives in Psychology and Sociology, whilst challenging students to think critically and read independently to enhance their work. Classic and current research will be reviewed throughout the course, encouraging students to view psychology as a 'science of behaviour’. Students will also be supported to develop research skills of their own.

Following the Quality Assurance Agency (QAA) Foundation Degree Qualification Benchmark, which privileges the integration of academic and work based learning, the inclusion of a dedicated work-based learning module in this programme equips and assists students to enhance their employment opportunities. Students are expected to take active steps to undertake a placement that will inform their career progression. This will be supported by the HE team. This programme has been designed to equip you with the skills and knowledge base required to work in your chosen specialism or to pursue other graduate opportunities. It is also a platform from which you can undertake additional vocational and academic qualifications. This Programme Quality handbook contains important information including: - The approved programme specification - Module records

Note: The information in this handbook should be read in conjunction with the current edition of: - Your Institution & University Student Handbook which contains student support

based information on issues such as finance and studying at HE o Available in University News & Information on Moodle.

- Plymouth University’s Student Handbook o available at:

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

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


1.1. Programme Manager & Personal Tutor

Personal tutors are designated as a sustained and first point of reference for individual students on personal, domestic or academic matters; detailed information will be available in your teaching, learning and assessment handbooks.

Further information can be found by following this link to the University personal tutoring policy.

Jodie Culley: Programme Coordinator Social Science and Society Email: [email protected] Tel: 01803 540452

Jodie is a psychology lecturer and personal tutor with fourteen years of experience supporting adults and young people with their academic, professional and personal development. In addition to this course she manages the following programs at UCSD:

• FdSc Criminology and Psychology • BA Education, Development and Society

Module Leader: • SOUD1452 Clinical Psychology • SOUD2418 Social and Biological Influences on Behaviour

HE Qualifications:

• MSc Criminology and Criminal Psychology • BSc (Hons) Psychology with English Literature • PGCE Further Education • Level 4 Internal Quality Assurance

Professional Membership: • Senior Fellow of the Higher Education Academy • Graduate Basis for Membership of the

British Psychological Society

Research Interests and Subject Specialisms: • Social Psychology • Clinical Psychology • Bullying

https://www.plymouth.ac.uk/uploads/production/document/path/2/2452/PERSONAL_TUTORING_POLICY_2016_UPDATE.pdf

https://www.plymouth.ac.uk/uploads/production/document/path/2/2452/PERSONAL_TUTORING_POLICY_2016_UPDATE.pdf


1.2. Module Leaders Isabel Hallam: Psychology and Education Lecturer Email: [email protected] Tel: 01803 540410 Issy worked in early years, primary and special education for ten years, before training to be an education and psychology lecturer at UCSD. She also manages the FdA Teaching and Learning Programme. Module Leader:

• SOUD1453 Lifespan Development • SOUD2197 Research Methods II • SOUD2417 Health and Wellbeing

HE Qualifications:

• BA (Hons) Psychology • MA Environment & Development • Post-graduate Certificate in Teaching & Learning:

Children with social, emotional & behavioural difficulties • PGCE (Post-compulsory) • Currently undertaking a Professional Doctorate in Special Needs and Inclusive

Education

Professional Membership: • Graduate Membership of the British Psychological Society • Membership of National Association for Pastoral Care in Education • Membership of SEBDA (Social, Emotional and Behavioural Difficulties

Association) • Fellow of the Higher Education Academy

Research Interests and Subject Specialisms:

• Inclusive education • Psychology of education • Teaching Sensitive Subjects

Pete Boffey: Sociology Lecturer Email: [email protected] Tel: 01803 540496 Module Leader: SOUD1254 Sociology of Social Transformation and Cultural Change SOUD2207 Social Identities in Modern Societies

mailto:[email protected]


Hannah Davies: Sociology and Graduate Skills Lecturer Email: [email protected] Tel: 01803 540591 Module Leader: SOUD1371 Sociological Imaginations SOUD1253 Developing Graduate Skills SOUD2208 Social Change in a Modern World HE Qualifications:

• BSc (Hons) Criminology and Sociology • PGCE Further Education

Geoff Jaggs: Research Methods Lecturer Email: [email protected] Module Leader: SOUD1252 Research Methods 1 Samantha Smith: Psychology and Early Years Lecturer Email: [email protected] Tel: 01803 540746 Module Leader:

• SOUD2198 Individual Differences and Research Methods III HE Qualifications:

• BSc (Hons) Psychology

Professional Membership: • Graduate Membership of the British Psychological Society

Research Interests and Subject Specialisms:

• Studying for MA in Education • Vice Chair Adoption Panel • Teaching Emotive Subjects

mailto:[email protected]


2. Programme Specification

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

(2010)

Date of Approval: July 2013 Admissions Criteria:

Qualification(s) Required for Entry to the FdSc

Comments

Candidates must have at Level 2:

Key Skills Literacy level 2 Numeracy level 2

and/or

GCSEs at Level 4 or above English Maths

Plus at least one of the following Level 3 qualifications:

Qualification(s) Required for Entry to the FdSc

Comments

A Levels 48 UCAS points minimum

BTEC National Certificate/Diploma

Diploma/Certificate in a related subject area. 48 UCAS points minimum.

Advanced Level Diploma Pass minimum

HNC/D Pass minimum

VDA: AGNVQ, AVCE, AVS Pass minimum at Level 3

Access to HE or Year 0 provision

48 UCAS points

International Baccalaureate 24 Points


Irish/Scottish Highers/Advanced Highers

48 points minimum from Higher Certificate

Work Experience N/A

Other non-standard awards or experiences

Candidates are encouraged to apply if they feel they can benefit from the programme. Candidates with non standard entry qualifications will be considered on the basis of relevant work experience and attainment of skills, which demonstrate an ability to study at this level. Students with non-standard qualifications may be asked to complete a written piece of work on a relevant subject and/or learning needs assessment.

APEL/APCL possibilities Given the wide experience of potential applicants to this course, applications for Accreditation of Prior Learning (APL) and Accreditation of Prior Experiential Learning (APEL) are welcomed in accordance with University of Plymouth Admissions Policy – www.plymouth.ac.uk.

Interview/portfolio requirements

Interview may be employed

Disclosure and Barring Service (DBS) clearance required

No however, DBS may be required for work based learning placements

Aims of the Programme: The Foundation Degree in Psychology with Sociology 1. Be informative and challenging and to establish a knowledge base suitable for a future career and provide students with a variety of entry qualifications an opportunity to realise their potential 2. Encourage and support students whilst they develop and supply subject specific and generic skills that will facilitate lifelong learning and continuing professional development 3. Provide students with a qualification that will allow progression to an honours degree programme, and to develop the underpinning skills required for students to become independent learners in the constantly evolving fields of psychology and sociology.


4. Fulfil the learner’s vocational and educational needs. Allowing the development of skills, knowledge and understanding necessary for vocational demands, the enhancement of existing employment or in preparation for a career change. 5. Provide employers with the knowledgeable and skilled personnel they require. 6. Develop student’s ability to apply abstract theories to underpin their explanations of social issues in modern day society.

Programme Intended Learning Outcomes: The FdSc Psychology with Sociology provides opportunities for student development and graduates will be able to: Knowledge and Understanding

1. Discuss psychological and/or sociological theory and method showing an awareness of a variety of perspectives, contexts/frameworks and potential applications.

2. Recognise social and psychological diversity and its impact on the lives of individuals and groups.

3. Demonstrate a critical awareness of a range of influences on psychological functioning and how these are conceptualized across different areas of psychological inquiry.

4. Identify and demonstrate knowledge of a range of research techniques appropriate to sociological and/or psychology investigation.

5. Debate the ethical dilemmas arising from the study of human and animal behaviour and examine these issues within a wider social context.

Cognitive/Intellectual Skills 6. Compare and contrast alternative perspectives and methods in psychological

and/or sociological theory and research. 7. Synthesise ideas from different areas of psychology and/or sociology and

extrapolate to real world issues. 8. Select appropriate techniques of evaluation and critically consider the relevance

and significance of the data collected. 9. Exhibit problem solving strategies appropriate to the task set/problem under

review. Transferable Skills (generic)

10. Interact effectively within a team/learning group, showing an awareness of the contextual and interpersonal factors that influence team work.

11. Use computer skills to display, manipulate and analyse data, assist in presentations and produce coursework in an appropriate format.

12. Recognise the need for self- evaluation and the need to develop own criteria for judgement.

13. Select appropriate data from a range of sources and adopt research strategies appropriate to the task.

14. Undertake self-directed study and project management in a supportive environment.

15. Communicate ideas and research findings by written, oral and visual means. 16. Adopt a systematic approach to problem solving.

Practical Skills 17. Organise and classify data. Interpret qualitative and quantitative data. 18. Design, run, analyse, and evaluate psychological and/or sociological research. 19. Write for different audiences, integrate their work with the work of others and

prepare essays and reports independently and within teams.


20. Retrieve, sift and select information from a variety of sources. 21. Employment related Skills 22. Show an understanding of the reflective nature of tasks/projects. 23. Work on real world problems within work based environments and write

analytically about the experience.

2.1.1. Progression Route(s) FdSc Progression Route Statement Employability and Careers You will gain the knowledge and skills necessary for employment in a variety of environments from professional psychology, management and teaching, to social services, health services, probation and marketing. Example job roles: Clinical Psychologist, Psychology Assistant, Learning Support Worker, Counsellor, Human Resources Manager. Upon successful completion of this course, you will be able to progress to:

- BA (Hons) Education, Development and Society at University Centre South Devon

or - BSc (Hons) Psychological Studies at Plymouth University

Please note there is a deadline for progression applications (circa mid-January with the actual date determined annually) and places maybe subject to availability. If you progress to the final stage of a Plymouth University programme the proportion of your FdSc marks used towards your Level 6 grade will be governed by the University. Progression to the BSc Psychological Studies at Plymouth University or the BA (Hons) Education, Development and Society at the University Centre South Devon will not result in BPS accreditation. Should you wish to attain BPS accreditation, a Masters level programme is available at Plymouth University, however progression onto this programme from the BSc / BA is not automatic and is decided through an application process.

2.1.2. Teaching Methods and Assessments

A: Development of Knowledge and Understanding Learning and Teaching Strategy/Method

By the end of the programme the student will be able to demonstrate knowledge and understanding of:

- A range of theory and research related to the core domains of biological psychology, cognitive psychology, individual differences, developmental psychology and social psychology.

Primary: Lectures

Directed independent study Tutorials Secondary:

Case studies Practical Demonstrations


- A variety of methodologies employed in psychological research incorporating statistical analysis techniques

- The relationship of psychological perspectives to each other and the impact of those from without the subject discipline

- Subject-specific terminology and its appropriate application

Seminars Problem-solving exercises Guest speakers Group work Learner presentations

NB: Benchmark References QAA Benchmark Statement

- Psychology 2010 - Sociology 2007

Assessment Examinations, Essays, Presentations, Research Reports

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

By the end of the programme the student will be able to: - Organize relevant knowledge and ideas in order

to interpret, explore and solve problems contextual to the areas of Psychology & Sociology.

- Compare and contrast a range of methods for obtaining relevant information to explore areas of study and research.

- Analyse how ethical issues can be addressed - Review and critically evaluate policy, trends,

practice and theory.

Primary Class exercises Tutorial/seminar discussions Feedback of informal and formal assessment Secondary Computer-based practical work on data and research problems


- Psychology 2010 - Sociology 2007


C: Key Transferable Skills Learning and Teaching Strategy/Method

By the end of the programme the student will be able to: - Interact effectively within a group, giving and

receiving information, modifying responses where appropriate and respecting the views of others.

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

- Take responsibility for their own learning, planning and managing their time effectively to achieve objectives and to meet deadlines.

- Organise, present and defend ideas, theories and concepts confidently in academic and work related situations.

- Communicate effectively in a variety of formats (oral and written) and in a manner appropriate to the audience/situation.

Primary Library and other research exercises Group work awareness and practice Presentations Group and individual peer assessment Computer-based learning and assessment Tutorials and seminars Secondary Class and seminar interactions and feedback


- Identify key elements of problems, applying appropriate methods to address them.

- Transfer skills and knowledge across different settings and work related contexts.

- Develop appropriate research strategies NB: Benchmark References - Psychology 2010 - Sociology 2007


D: Employment Related Skills Learning and Teaching Strategy/Method

By the end of the programme the student will be able to: - Perform professional tasks, exercising personal

responsibility and demonstrating a capacity to make decisions appropriate to their professional role.

- Identify appropriate theoretical, professional and/or research based sources and use appropriately in their professional practice.

- Plan and execute a variety of small scale inquiries into physiological and psychological interventions in order to improve themselves and others in their professional roles.

- Show awareness of ethical, equality and diversity issues in the vocational areas studied.

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

- Articulate a reflective and effective orientation to their professional practice.

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

Students will carry out work based learning in an appropriate work setting, this may be as paid employment or, more usually, on a voluntary basis.

Assessment is linked to practice and students will be expected to use their placements as a basis for research, for practical experience and skill development and to apply theory to a real context.

E: Practical Skills Learning and Teaching Strategy/Method

By the end of the programme students will have gained skills such as: researching and evaluating employment opportunities, cv and cover letter writing, interview skills, professional conduct and communication and reflecting on professional practice.

• Projects • Designated tasks • Lectures and tutorials • Learning from work


- Psychology 2010: 5.4, 5.5 - Sociology 2007

Assessment Essays, Presentations, Research Reports, Personal and Work-Based Reflective Logs

2.1.3. Distinctive Features of the Foundation Degree

Students will benefit from: The Degree is designed with employability at its very core and the knowledge and

skills that are gained will be underpinned through work based learning.


Students will learn alongside other learners with different entry qualifications, from diverse backgrounds and varied experience. This diverse environment is an enrichment of the learning process for all learners.

The Degree is flexible in both its mode of delivery and its progression routes. Flexibility provides greater access for learners and employers.

Flexible progression paths to additional higher education programmes.

Partnership with Plymouth University provides access to a broad range of additional learning resources and academic and professional integration and validation.

Programme Structure and Pathways

This course offers an opportunity to investigate the interaction between psychological and sociological influences on human behaviour in an innovative designed curriculum.

- Psychology is concerned with all aspects of behaviour and the thoughts, feelings and motivations underlying such behaviour.

- Sociology is concerned with how the changing nature of contemporary society impacts upon and beyond the individual.

Through studying these two subjects this course will introduce you to a new way of thinking about society and the behaviour of people.


Course Code: CL83 Full/Part Time: Full Time / Part Time

Partner: South Devon College Academic Year: 2018/19 Programme Code: 4550 Programme Title: FdSc Psychology with Sociology Full/Part Time: Full time

Level 4

Module Code

Module Title

Credits Year of Delivery*

Semester of Delivery

Core/Optional

SOUD1452 Clinical Psychology

20 1 AUTUMN Core

SOUD1453 Lifespan Development 20 1 SPRING Core

SOUD1252 Research Methods 1

20 1 AUTUMN Core

SOUD1253 Developing Graduate Skills

20 1 ALL

YEAR Core

SOUD1254

Sociology of Social Transformation and Cultural Change

20

1

SPRING Core

SOUD1371 Sociological Imaginations 20 1 AUTUMN Core


Partner: South Devon College Academic Year: 2018/19 Programme Code: 4550 Programme Title: FdSc Psychology with Sociology Full/Part Time: Full time

Level 5

Module Code

Module Title Credits Year of Delivery


Core/Optional

SOUD2417 Health and Wellbeing 20 2 AUTUMN Core

SOUD2418

Social and Biological Influences on Behaviour

20

2

SPRING Core

SOUD2197 Research Methods II 20 2 SPRING Core

SOUD2198

Individual Differences and Research Methods III

20

2

AUTUMN Core

SOUD2207

Social Identities in Modern Societies

20

2

AUTUMN Core

SOUD2208 Social Change in a Modern World

20 2

SPRING Core


Partner: South Devon College Academic Year: 2018/19 – 20/21 Programme Code: 4792 Programme Title: FdSc Psychology with Sociology Full/Part Time: Part time

Level 4/5

Module Code

Module Title Credits Year of Delivery*


Core/Optional

SOUD1452 Clinical Psychology

20 1 AUTUMN Core

SOUD1453 Lifespan Development

20 1 SPRING Core

SOUD1252 Research Methods 1

20 1 AUTUMN Core

SOUD1371 Sociological Imaginations

20 1 AUTUMN Core

SOUD1253 Developing Graduate Skills (L4)

20 2 ALL YEAR Core

SOUD1254

Sociology of Social Transformation and Cultural Change (L4)

20 2

SPRING Core

SOUD2197 Research Methods II (L5)

20 2 SPRING Core

SOUD2198

Individual Differences and Research Methods III (L5)

20 2

AUTUMN Core

SOUD2417 Health and Wellbeing 20 3 AUTUMN Core

SOUD2418

Social and Biological Influences on Behaviour

20

3

SPRING Core

SOUD2207

Social Identities in Modern Societies

20

3

AUTUMN Core

SOUD2208

Social Change in a Modern World

20

3

SPRING Core


2.1.4. Learning Outcomes Maps

Foundation Degree Intended Learning Outcomes Map Level 4 Graduate Attributes and Skills Programme

Aim Programme Learning Outcome

Related Core Modules

Core Programme Intended Learning Outcomes

Knowledge and Understanding: Students will be able to:

- Demonstrate a knowledge of the underlying concepts and principles associated with Clinical Psychology and Lifespan Development.

- Demonstrate an understanding of the contribution of classic and recent research. - Develop their own research skills and an awareness of the importance of conducting

research in accordance with BPS guidelines. - Discuss sociological theory and method showing an awareness of a variety of

perspectives, contexts/frameworks and potential applications. - Recognise social diversity and its impact on the lives of individuals and groups.

1, 2, 3

1,2,3,4,5

SOUD1452 SOUD1453 SOUD1252 SOUD1254 SOUD1371

Cognitive / Intellectual Skills: (generic) Students will be able to:

- Develop lines of argument and make sound judgements in accordance with basic theories and concepts.

- Demonstrate an ability to evaluate the appropriateness of different approaches to solving problems.

- Utilise information from primary and secondary sources. - Evaluate the validity and reliability of research in psychology. - Compare and contrast alternative perspectives and methods in sociological theory

and research. - Synthesise ideas from different areas of sociology and extrapolate to real world

issues.

1,2,3,4 6,7,8,9 SOUD1452 SOUD1453 SOUD1252 SOUD1254 SOUD1371






Transferable Skills (generic) Students will be able to:

- Demonstrate an ability to communicate accurately and reliably, and with structured and coherent arguments.

- Students will also be able to demonstrate an ability to take different approaches to solving problems.

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

- Organise, present and defend ideas, theories and concepts confidently in academic and work related situations.

- Communicate effectively in a variety of formats (oral and written) and in a manner appropriate to the audience/situation.

- Reflect on own practice, in relation to working with colleagues

2,4,5

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

SOUD1452 SOUD1453 SOUD1252 SOUD1253 SOUD1254 SOUD1371

Practical Skills (subject specific)

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

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

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

1,2,4

17,18,19, 20

SOUD1252, SOUD1253,

Employment-related skills Students will be able to:

- Show an understanding of the reflective nature of tasks/projects - Work on real world problems within work based environments and write analytically

about the experience. - Produce reports in the style appropriate to the organisation

2,4,5

21,22,23

SOUD1253






Knowledge and Understanding Students will be able to:

- Demonstrate knowledge and critical understanding of well-established psychological approached and the way in which those approaches have developed.

- They will also be able to demonstrate an understanding of the limits of their knowledge, and how this influences their analysis and interpretations.

- Critically explore contributions from health psychology, social psychology, and biopsychology and apply them to explain concepts such as gender, mental and physical health issues, social influences and individual differences.

- Further develop an understanding and ability to utilise quantitative and qualitative research methods, in a range of contexts, in accordance with BPS guidelines.

- Critically discuss sociological theory and method showing an awareness of a variety of perspectives, contexts /frameworks and potential applications.

1,2,3 1,2,3,4,5 SOUD 2417 SOUD 2418 SOUD 2197 SOUD 2198 SOUD 2207 SOUD 2208

Cognitive / Intellectual Skills (generic) Students will be able to: - Demonstrate an ability to apply underlying concepts and principles outside the context

in which they were first studied. - Evaluate the main methods of enquiry and the appropriateness of different approaches

to solving problems in the field of study. - Apply research to support lines of enquiry and consider contradictory research to

generate a well-informed, critical argument. - Analyse how ethical issues can be addressed. - Compare and contrast alternative perspectives and methods in sociological theory and

research. - Synthesise ideas from different areas of sociology and extrapolate to real world issues.

1,2,3,4 6,7,8,9 SOUD 2417 SOUD 2418 SOUD 2197 SOUD 2198 SOUD 2207 SOUD 2208


Transferable Skills (generic) Students will be able to:

- Demonstrate an ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study.

- Use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis.

- Effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively.

1,2,3

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

SOUD 2417 SOUD 2418 SOUD 2197 SOUD 2198 SOUD 2207 SOUD 2208

Practical Skills (subject specific) - Effective ICT use in the presentation of professional reports, graphical

representation and statistical data.

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

SOUD2197 SOUD2198

Employment-related skills Students will be able to:

- Demonstrate an ability to apply subject principles in an employment context, possibly different from that in which they were first studied.

- Undertake further training, develop existing skills and acquire new competencies that will enable them to assume significant responsibilities within organisations and demonstrate the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision making.

- Show awareness of factors that could impact upon them and their and their service users / clients / colleagues in employment (including, but not limited to: ethical issues, inequalities, cultural, religious and personal diversity, mental and physical health, individual differences, social influence).

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

2,4,5 21,22,23 SOUD 2417 SOUD 2418 SOUD 2197 SOUD 2198 SOUD 2207 SOUD 2208


3. Module Records

SECTION A: DEFINITIVE MODULE RECORD MODULE CODE: SOUD1452 MODULE TITLE: Clinical Psychology

CREDITS: 20 FHEQ Level: 4 JACS CODE: C842 PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: YES SHORT MODULE DESCRIPTOR: (max 425 characters) A range of psychological approaches will be applied to explain the development of personality disorders. Treatments for a range of other psychological disorders will be evaluated in relation to their underpinning theoretical approaches.

ELEMENTS OF ASSESSMENT Use HESA KIS definitions]

WRITTEN EXAMINATION COURSEWORK E1 (Examination) C1 (Coursework) 50 % E2 (Clinical Examination) A1 (Generic Assessment) T1 (Test) 50 %

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Psychology with Sociology Professional body minimum pass mark requirement: NA MODULE AIMS: • To provide an introduction to the breadth of psychological theory and research that may

be applied to explain human and non-human animal behaviour. • To introduce psychological disorders in clinical psychology. • To develop an in depth understanding of the treatment of psychological disorders in

clinical psychology. • To introduce the importance and impact of ethical issues in psychological research and

practice. ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Define the clinical characteristics of psychological disorders. 2. Understand how psychological disorders may be explained from different psychological

perspectives. 3. Evaluate the appropriateness and effectiveness of treatments of psychological disorders. 4. Assess psychological research and practice in relation to ethical codes of conduct.

DATE OF APPROVAL: 02/2017 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: 09/17. SCHOOL/PARTNER: South Devon

College DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: Autumn

Additional notes (for office use only): For delivering institution’s HE Operations or Academic Partnerships use if required


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT

ACADEMIC YEAR: 2018-2019 NATIONAL COST CENTRE: 104 MODULE LEADER: Jodie Culley OTHER MODULE STAFF: Issy Hallam

SUMMARY of MODULE CONTENT Students will be introduced to the characteristics of various clinical disorders. They will then learn to apply developmental, learning and biological theories to explain the development of a range of personality disorders (Anti-social, Borderline and Narcissistic). Students will also learn about a range of clinical treatments for depression, anxiety, schizophrenia, phobias, paraphilias, OCD, hoarding and eating disorders, in addition to the theoretical approaches that underpin them (Psychodynamic, Humanistic, Biological, Cognitive and Behavioural). They will evaluate the theoretical approaches and the application of treatments.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]

Scheduled Activities Hours Comments/Additional Information

Scheduled Lectures/seminars/formative tutorials/student directed sessions

60 4 hours for 15 weeks

Guided independent study 140 Guided reading and self-directed study

Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

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Coursework C1 Personality Disorder Case Report

Total = 100%

2000 word case study (LO 1 & 2)

Written exam T1 Psychological

Treatments Test Total = 100%

2 x 1 hour tests (LO 3 & 4)

Updated by: Jodie Culley

Date: 15/05/18

Approved by: Anna Neale

Date: 15/05/18

Recommended Texts and Sources: Core Text Ray, W. J. (2014). Abnormal Psychology. London: Sage Comer, R. (2012). Abnormal Psychology: International Edition (8th ed.). New York: Worth Publishers.


SECTION A: DEFINITIVE MODULE RECORD MODULE CODE: SOUD1453 MODULE

TITLE: Lifespan Development

CREDITS: 20 FHEQ Level: 4 JACS CODE: C821 PRE-REQUISITES: None

CO-REQUISITES: None COMPENSATABLE: YES

SHORT MODULE DESCRIPTOR: (max 425 characters) Cognitive theory will be applied to explain development in early childhood. Evolutionary theory will be applied to explain social behaviours in adulthood.


COURSEWORK C1 (Coursework) 100%

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

Professional body minimum pass mark requirement: NA

MODULE AIMS: • To introduce the developmental psychology of children. • To introduce cognitive psychology through consideration of the assumptions, theories,

research and methods associated with the psychological study of human thought processes.

• To develop a critical overview of the contribution of evolutionary processes to the genesis and maintenance of behaviour and psychological experience.

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Outline cognitive theories of child development. 2. Outline classic and recent cognitive studies of child development. 3. Discuss evolutionary explanations of behaviour.


DATE OF IMPLEMENTATION: 09/17 SCHOOL/PARTNER: South Devon

College DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: SPR




ACADEMIC YEAR: 2018-2019 NATIONAL COST CENTRE: 104 MODULE LEADER: Issy Hallam OTHER MODULE STAFF: Jodie Culley

SUMMARY of MODULE CONTENT Cognitive theories of language, learning and memory development will be applied to explain early child development. Evolutionary theories will be applied to explore survival (food and shelter), mate choice and parenting/kinship in adulthood.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Scheduled Lectures/seminars/formative tutorials/student directed sessions




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Coursework

C1

Magazine article Evolutionary Essay

50% 50%

Total = 100%

2000 word report (LO 1 & 2) 2000 word essay (LO 3)

Updated by: Issy Hallam

Date: 10/05/18

Approved by: Jodie Culley

Date: 15/05/18

Recommended Texts and Sources

Core texts: Buss, D. (2015). Evolutionary Psychology: The new science of the mind (5th ed.). Boston: Pearson. Slater, A. & Bremmer, J. G. (Eds) (2017). An introduction to developmental psychology. Chichester: John Wiley & Sons.


SECTION A: DEFINITIVE MODULE RECORD.

MODULE CODE: SOUD1252 MODULE TITLE: Research Methods I CREDITS: 20 FHEQ LEVEL: 4 JACS CODE: CL83

PRE-REQUISITES: N/A

CO-REQUISITES: N/A

COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: This module introduces the rationale for scientific research in psychology in considering a range of research methodologies. Basic aspects of experimental design are covered and the use of SPSS computer based statistical analysis. This module also provides guidance in the writing of research reports.

. ELEMENTS OF ASSESSMENT

COURSEWORK C1 100%


Professional body minimum pass mark requirement: N/A

MODULE AIMS:

• To introduce the scientific rationale and practice of psychological research through active experience of the research process.

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

• To classify and organize data, using descriptive and inferential statistics, in order to answer research questions.

• To introduce the capabilities, and use, of SPSS statistical computer software analysis. ASSESSED LEARNING OUTCOMES:

At the end of the module the student will be able to: 1. Apply understanding of research design to implement an experimental research

project in accordance with ethical guidelines. 2. Apply understanding of research design to implement a research project using

correlational analysis in accordance with ethical guidelines. 3. Interpret data sets, using univariate SPSS statistical techniques, to answer research

questions. 4. Demonstrate an ability to write psychological reports in an appropriate format.

DATE OF APPROVAL: March 2013 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: September 2013

SCHOOL/PARTNER: South Devon College

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

TERM: 16/17 all year



ACADEMIC YEAR: 2018/19 NATIONAL COST CENTRE: 104 MODULE LEADER: Geoff Jaggs OTHER MODULE STAFF: Issy Hallam

Summary of Module Content Psychology as science; hypothetico-deductive method; experimental methods; experimental design; hypotheses; sampling methods; independent/ dependent variables (control, measurement, operationalisation); BPS ethical guidelines; non-experimental methods (e.g. correlation, surveys, observation, case study); data representation; descriptive statistics; SPSS computer-based data analysis; non-parametric inferential statistics (e.g. Wilcoxon test, Mann-Whitney test, z-tests and t-tests of means for single sample); correlation coefficients (e.g. Pearson's, Spearman's); issues of validity and reliability; conventions of report writing in psychology (e.g. APA).

SUMMARY OF TEACHING AND LEARNING Activities Hours Comments/Additional Information Scheduled lectures/seminars/research methods and SPSS workshops/formative tutorials/student directed sessions



Total 200

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Coursework

C1 C2

Workbook

Research Report

30%

70%

1000 words – Experimental Research Project Workbook (LO1)

2500 words - Correlation Research Project (LO2, LO3, LO4)

Updated by: Date: Geoff Jaggs 16/05/18

Approved by: Date: Jodie Culley 18/05/18

Recommended Texts and Sources Core Text:

Coolican, H. (2014). Research methods and statistics in psychology. (7th ed.). London: Hodder and Stoughton.



MODULE CODE: SOUD1253 MODULE TITLE: Developing Graduate Skills CREDITS: 20 FHEQ LEVEL:4 JACS CODE: CL83

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

SHORT MODULE DESCRIPTOR: This module is designed to enable students to develop skills necessary for learning in an HE environment and appropriate employment: problem solving, communication, recognising and respecting different perspectives, personal planning and reflection are some of the areas that will be considered.


COURSEWORK C1 100%



MODULE AIMS: • To enable students to produce a portfolio of evidence that supports their career,

academic and personal development. • To support learners in developing, reflecting on and demonstrating skills relevant to

employability and undergraduate study. • To emphasise the visibility, relevance and importance to students of graduate skills in

terms of personal, academic and career development, as well as ongoing employability. ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the student will be expected to be able to: 1. Outline a selected work role or function in order to show how the experience of this role or function may contribute to personal learning 2. Consider how learning in Higher Education makes a contribution to employment 3. Identify learning opportunities presented by a period of work experience and how this learning will benefit current or future studies. 4. Set and review targets to plan the achievement of short and long term goals. 5. Identify and present information that is correctly referenced in an appropriate format.

DATE OF APPROVAL: March 2013 FACULTY/OFFICE: Academic

Partnerships DATE OF IMPLEMENTATION: September 2013



TERM: 16-17 All year



ACADEMIC YEAR: 2018/19 NATIONAL COST CENTRE: 104

MODULE LEADER: Hannah Davies OTHER MODULE STAFF: Jodie Culley

Summary of Module Content

• Informed reflection in relation to academic and work-based learning • Informed self-evaluation in relation to academic and work-based learning. • Personal action planning in relation to academic and work-based learning. • Relevant competences to support academic and professional practice

SUMMARY OF TEACHING AND LEARNING Activities Hours Comments/Additional Information Scheduled lectures/seminars/formative tutorials/student directed sessions


Work based learning, placement supervision and support


Guided independent study 140 Guided reading and self-directed study Total 200

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C1 C2

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

50% 50% 100%

2000 Word Practice File [LO1/ LO2/LO5] 2000 Word Reflection [LO3/ LO4]

Updated by: Date: Hannah Davies 17/05/18


Recommended Texts and Sources Core Text: Burns, T., & Sinfield, S. (2012). Essential Study Skills: The Complete Guide to Success at University. (3rd ed.). Sage Rochester, C., Ellis Paine, A., Howlett, S. and Zimmeck, M. (2010). Volunteering and Society in the 21st Century. UK. Palgrave Macmillian.


SECTION A: DEFINITIVE MODULE RECORD

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

CREDITS: 20 FHEQ LEVEL: 4 JACS CODE: CL83

PRE-REQUISITES: N/A

CO-REQUISITES: N/A

COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: This module examines social and cultural transformations from a sociological perspective. It encourages students to use classical and contemporary social theory to explain everyday experiences and its focus is therefore upon contemporary social transformations and cultural changes.


WRITTEN EXAMINATION COURSEWORK T1 (in-class test) 50% C1 50%

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


MODULE AIMS: • To examine how social theory can improve common sense understandings of the social

and cultural world. • To identify key contemporary social transformations and cultural changes. • To develop the ability to think theoretically in applied sociological contexts.

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the student will be expected to be able to: 1. Demonstrate a foundation in key debates in contemporary social theory. 2. Examine the advantages and disadvantages of contemporary social theory. 3. Demonstrate the ability to compare, contrast and evaluate different sociological theories. 4. Demonstrate the ability to use social theory in an applied fashion





TERM: 16-17 Summer


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2018/19 NATIONAL COST CENTRE: 104

MODULE LEADER: Hannah Davies OTHER MODULE STAFF: Pete Boffey

Updated by: Hannah Davies Date: 21/06/18

Approved by: Jodie Culley Date: 18/05/18


Core Text: Carrabine, E., Cox, P., Fussey, P., Hobbs, D., South, N., Thiel, D. and Turton, J. (2014) Criminology: A Sociological Introduction. 3rd Edition. London: Routledge

Additional Texts: Cuff, E.C., Francis D. W., and Sharrock, W.W. (2006) Perspectives In Sociology (5thedition). London: Routledge. Fulcher, J., and Scott, J. (2007) Sociology. Oxford: Oxford University Press. Giddens, A., and Sutton, P. (2013) Sociology (7th Edition). Cambridge: Polity Press

Summary of Module Content In the first half of the module, crime in society will be examined using Sociological

perspectives. In the second half of the module, there will be a focus on the Mass Media and

the impact that this has upon audiences.

SUMMARY OF TEACHING AND LEARNING Activities Hours Comments/Additional Information Scheduled Lectures/seminars/formative tutorials/student directed sessions


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

Total 200

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Written Exam

T1 In-Class Test 100% 2 hour in class test (L03,LO4,)

Coursework C1

Essay 100% 2000 word essay (LO1,LO2)




MODULE CODE: SOUD1371 MODULE TITLE: Sociological Imaginations CREDITS: 20 FHEQ LEVEL: 4 JACS CODE: CL83


SHORT MODULE DESCRIPTOR: This module provides an introduction to sociology via C Wright Mills’ idea of the 'sociological imagination'. It will explore what it is to have a 'sociological imagination' by focusing on the problems of work, community, poverty and social exclusion and religious orientation.

.ELEMENTS OF ASSESSMENT

Coursework C1 60% Practical P1 40%

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Foundation Degree in Psychology with Sociology. Professional body minimum pass mark requirement: N/A MODULE AIMS: • To provide an introduction to the concept of the sociological imagination. • To develop an understanding of knowledge and of what it means to have a sociological

imagination. • To develop an understanding of the sociological problems of work, community, poverty

and social exclusion, or religious orientation. ASSESSED LEARNING OUTCOMES: At the end of the module the student will be expected to be able to: 1. Describe and evaluate the concept of the sociological imagination. 2. Demonstrate the difference between sociological investigation, interpretation, evaluation

and common sense approaches to social issues. 3. Demonstrate the ability to compare, contrast and evaluate sociological concepts and

perspectives with reference to work, community, poverty and social exclusion or religious orientation.

4. Apply the concept of the sociological imagination to the problems of work, community, poverty and social exclusion or religious orientation.

DATE OF APPROVAL: 15/09/15 FACULTY/OFFICE: Academic Partnerships DATE OF IMPLEMENTATION: September 2015



TERM: 16-17 Autumn


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2018/19 NATIONAL COST CENTRE: S32

MODULE LEADER: Peter Boffey OTHER MODULE STAFF: Hannah Davies

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

SUMMARY OF TEACHING AND LEARNING Activities Hours Comments/Additional Information Scheduled lectures/seminars/formative tutorials/student directed sessions


Guided independent study 140 Includes E-learning, guided reading, project work and independent research

Total 200

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Coursework

Practical

C1 P1

Essay

Presentation

60%

40%

100%

2000 word essay (LO2/LO3)

15 minute individual presentation (LO1/LO4)




Core text:

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



MODULE CODE: SOUD2197 MODULE TITLE: Research Methods II CREDITS: 20 FHEQ LEVEL: 5 JACS CODE: CL83

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

SHORT MODULE DESCRIPTOR: This module extends understanding of practice in experimental and non-experimental psychological research methods, developing advanced research designs and extending competency in the use of SPSS computer software for statistical analysis. A critical consideration of the methodological problems associated with research practice is also covered.


WRITTEN EXAMINATION COURSEWORK PRACTICE E1 (Formally scheduled)

C1 100% P1



MODULE AIMS: • To develop advanced skills of research design to implement experimental and non-

experimental investigations. • To design research projects appropriate for quantitative and qualitative data analysis. • To enable the use of SPSS complex statistical techniques in order to answer research

questions. • To consider methodological problems in research design and strategies to address them.

ASSESSED LEARNING OUTCOMES: At the end of the module the student will be expected to be able to: 1. Design and implement a research project that is appropriate for multivariate analysis. 2. Interpret quantitative data, using SPSS statistical techniques, to answer research

questions. 3. Design and implement a research project that is appropriate for analysis of qualitative

data, to answer research questions. 4. Evaluate investigations from a theoretical, statistical, practical and ethical standpoint. DATE OF APPROVAL: March 2013 FACULTY/OFFICE: Academic




TERM: 2016/17 Autumn


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2018/19 NATIONAL COST CENTRE: S32

MODULE LEADER: Issy Hallam OTHER MODULE STAFF: Jodie Culley

Summary of Module Content Following on from the Individual Differences module, students will use the tool they developed as a basis for a mixed methods study. They will study a personality or intelligence characteristic using both quantitative and qualitative methods. The module will be a combination of taught lessons and research workshops towards the completion of an independent research project.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions} Activities Hours Comments/Additional

Information Scheduled lectures/seminars/research methods and SPSS workshops/formative tutorials/student directed sessions



Total 200

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Coursework

C1 C2

Quant and qual methods and results. Discussion

60%

40%

2000 word research report [LO1, LO2, LO3] 2000 word research discussion and abstract [LO4]

Recommended Texts & Sources Core texts:

Coolican, H. (2014). Research methods and statistics in psychology. (7th ed.). London: Hodder and Stoughton.

Smith, J. A. (2016). Qualitative psychology: A practical guide to research methods. London: SAGE

Updated by: Issy Hallam Date: 10/5/18




MODULE CODE: SOUD2198

MODULE TITLE: Individual Differences and Research Methods III

CREDITS: 20 FHEQ LEVEL: 5 JACS CODE: CL83 PRE-REQUISITES: N/A CO-REQUISITES: N/A COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: This module examines theories of individual differences and how instruments for measuring ability and personality are constructed and used. Students will construct their own scale and use this within a research study. It will also provide experience of translating research questions into research proposals in the context of a literature review.

ELEMENTS OF ASSESSMENT: COURSEWORK

C1 100%

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Psychology with Sociology Professional body minimum pass mark requirement: N/A

MODULE AIMS: • This module enables students to investigate key issues and approaches to the study of

personality and intelligence, and their relevance to applied settings. • To present the concepts and principles of psychometrics and explain how these impact

on the selection and interpretation of tests. • To develop an understanding of the way psychological tests and scales are constructed

and used. • To consolidate and extend competence in research design, and provide experience of

translating research ideas into research proposals including practice of SPSS statistical analysis techniques.

ASSESSED LEARNING OUTCOMES: At the end of the module the student will be expected to be able to: 1. Evaluate theories of human intelligence or human personality 2. Assess the strengths and limitations of the psychometric testing of intelligence or

personality. 3. Construct, administer and evaluate a measurement scale or psychological test 4. Articulate and justify a research proposal to investigate a topic in the areas of intelligence

or personality 5. Critically review psychological studies of human intelligence or personality assessing the

strengths and weaknesses of published research. DATE OF APPROVAL: March 2013 FACULTY/OFFICE: Academic

Partnerships DATE OF IMPLEMENTATION: February 2016



TERM: 16/17 Summer



ACADEMIC YEAR: 2018/2019 NATIONAL COST CENTRE: S32 MODULE LEADER: Sam Smith OTHER MODULE STAFF: Geoff Jaggs

Summary of Module Content Theories, research and psychometric tests will be reviewed, in order to investigate individual differences in: • IQ and Academic Achievement • IQ and Social / Emotional Intelligence • Personality and Performance • Personality and Relationships • Personality and Health One of these topics will then become the subject of further investigation, when students are required to create their own psychometric test and put forward a research proposal. The module will also help students to develop skills in the following areas: Writing a literature review, designing, constructing and administering a personality test, inputting and analysing data using SPSS.

SUMMARY OF TEACHING AND LEARNING Activities Hours Comments/Additional

Information Scheduled lectures/seminars/research methods and SPSS workshops/formative tutorials/student directed sessions



Total 200

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Coursework

C1 Research Proposal 60%

2,500 research proposal [LO1/ LO4/ LO5]

C2 Psychometric Test Workbook

40%

1,500 research proposal [LO2/ LO3]

Updated by: Sam Smith 15/05/18

Approved by: Jodie Culley 15/05/18

Recommended Texts & Sources Chamorro-Premuzic, T. (2011). Personality and Individual Differences, (2nd ed.). West Sussex: BPS Blackwell.



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



SHORT MODULE DESCRIPTOR: Modern societies value the uniqueness of the human individual yet at the same time reproduce enduring patterns of social life. Social identities provide a way of understanding the link between the individual’s sense of self and the world out there. How stable are the links in a world characterised by social change?





MODULE AIMS: • To identify the role of culture in the re-production of social identity • To exemplify the ways in which social identify constructs social and cultural difference • To demonstrate the application of sociological thinking to examples of social identity

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the student will be expected to be able to: 1. Demonstrate a critical understanding of sociological ways of thinking about identity. 2. Identify examples of how culture creates social identity. 3. Explain the workings of gender, race and class identities in historical and contemporary socio-cultural contexts. 4. Identify and critically engage with the distinctions between modern and postmodern identities.





TERM: 16/17 Autumn


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2018/19 NATIONAL COST CENTRE: 104

MODULE LEADER: Peter Boffey OTHER MODULE STAFF: Katrina Roddy


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

SUMMARY OF TEACHING AND LEARNING Activities Hours Comments/Additional

Information Scheduled Lectures/seminars/formative tutorials/student directed



Total 200

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Coursework C1

Essay

100% 2000 word essay LO 1 and 4

Written Exam

T1 In class test 100% 2 hour in-class test LO 2 and 3

Updated by: Date: Pete Boffey 16/05/18


Recommended Texts and Sources: Core Text: Trowler P & Riley M (1984) Topics in Sociology, Slough, University Tutorial Press. Marxism Hall S. & Jefferson T (eds.) (1976) Resistance Through Rituals, London, Hutchinson

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

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



MODULE CODE: SOUD2208 MODULE TITLE: Social Change in a Modern World CREDITS: 20 FHEQ LEVEL: 5 JACS CODE: CL83


SHORT MODULE DESCRIPTOR: This module introduces students to a range of global social development issues, and debates the nature and meaning of social change. The course is organized around the social, economic and cultural dimensions of development and change: considered in terms of their historical and contemporary contexts, with an emphasis on differential experience across the globe.





MODULE AIMS: • To introduce students to the concepts of social change, development and progress. • To develop their appreciation of recent issues in a number of substantive areas of

sociology. • To offer students an historical context within which to evaluate the significance of

contemporary social change. • To introduce and develop an ability to perceive relationships between Europe and the

wider world. ASSESSED LEARNING OUTCOMES: At the end of the module the student will be expected to be able to: 1. Demonstrate a grasp of the conceptual significance of social change, development and progress. 2. Show an appropriate level of knowledge of recent trends in the development of advanced western nations and 'economically less developed' societies. 3. Have a willingness and ability to use empirical material to illuminate and evaluate theory 4. Begin to develop an appreciation of the interconnections between different social and geographical events

DATE OF APPROVAL: March 2013 FACULTY/OFFICE: Academic Partnerships


DATE OF IMPLEMENTATION: September 2013


DATE(S) OF APPROVED CHANGE: TERM: 16-17 Summer SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT

ACADEMIC YEAR: 2018/19 NATIONAL COST CENTRE: S32

MODULE LEADER: Hannah Davies OTHER MODULE STAFF: Pete Boffey

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

SUMMARY OF TEACHING AND LEARNING

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


Guided independent study 155 Includes E-learning, guided reading, project work and independent research


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Coursework C1 Essay- Cultural and Social Globalization

50% 2000 word essay [LO3/ LO4]

Written Exam

T1

In class test- Political and Economic Globalization

50% Test [LO1/ LO3]




Recommended Texts and Sources: Core text: Cohen, R. and Kennedy, P. (2013) Global Sociology 3rd edn Basingstoke: Palgrave.


SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: SOUD2417 MODULE

TITLE: Health and Wellbeing



SHORT MODULE DESCRIPTOR: (max 425 character) Physiological processes associated with behaviour will be outlined and theoretical explanations of memory disorders will be discussed. Classic and recent research will be critically evaluated throughout.


COURSEWORK PRACTICAL C1 (Coursework) 50 % P1 (Practical) 50 %

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


MODULE AIMS: • To introduce the area of physiological psychology through consideration of biological processes and

research methods relevant to psychology topic areas. • To develop in-depth understanding of competing explanations of cognitive functioning. • To enhance the use of empirical evidence as a means of evaluation.

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Outline biological processes that may influence behaviour 2. Critically evaluate research used to study the influence of biological processes on behaviour. 3. Critically evaluate theoretical explanations of memory functioning and their application.


DATE OF IMPLEMENTATION: 09/17. SCHOOL/PARTNER: South Devon

College

DATE(S) OF APPROVED CHANGE:

Click here to enter a date.

TERM/SEMESTER: Autumn




. ACADEMIC YEAR: 2018-2019 NATIONAL COST CENTRE: S32


SUMMARY of MODULE CONTENT • When our memories go wrong • Factors that are harmful to our health and wellbeing • Healthy lifestyle choices • Coping with pain and illness

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information

Scheduled lectures / seminars / formative tutorials / student directed sessions

45 Taught lessons will be interactive, students are expected to have read the guided reading before lesson and be ready to contribute to class discussions and group work. Assessment support workshops will include one-to-one support on draft submissions

Guided independent study

155 Students are expected to undertake self-directed and guided study towards lessons and assessments.


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Coursework C1 Memory Disorders Essay Total =

100% 1500 word essay (LO3)

Practical P1 Physiological processes presentation (live or video)

Total = 100%

15 minute presentation (LO1 and LO2)

Updated by: Issy Hallam

Date: 10/05/18

Approved by: Jodie Culley

Date: 15/05/18.

Recommended Texts and Sources: Core texts

• Baddeley, A., Eysenck, M. W. & Anderson, M. C. (2014) Memory (2nd ed.). Hove: Psychology Press

• Marks, D. F., Murray, M., Evans, B. & Estacio, E. V. (2018) Health psychology: Theory, research and practice (5th ed.). London: Sage


SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: SOUD2418 MODULE

TITLE: Social and Biological Influences on Behaviour



SHORT MODULE DESCRIPTOR: (max 425 character) Biological explanations for the development of gender identity will be critically evaluated using a range of psychological approaches. Theories of social psychology will be applied to explain ‘within’ and ‘between’ group behaviour.


WRITTEN EXAMINATION COURSEWORK E1 (Examination) C1 (Coursework) 50 % E2 (Clinical Examination) A1 (Generic Assessment) T1 (Test) 50 %

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


MODULE AIMS:

To develop an in-depth critical understanding of explanations of human behaviour in the two topic areas: • Explanations of social influence in social psychology. • The development of gender identity.

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Critically discuss theoretical explanations of social influence and their application. 2. Apply and critically evaluate classic and recent studies of social influence. 3. Critically discuss theoretical explanations of gender identity. 4. Apply and critically evaluate classic and recent studies of gender identity.

DATE OF APPROVAL: 2016 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: 01/18 SCHOOL/PARTNER: South Devon

College DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: SPR




ACADEMIC YEAR: 2018-2019 NATIONAL COST CENTRE: 104 MODULE LEADER: Jodie Culley OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENT Students will be introduced to a wide range of psychological theories that can be applied to explain social influence. Critical discussion of ‘within’ group behaviour will include theories of conformity, deindividuation and bystander behaviour. Critical discussion of ‘between’ group behaviour will include theories of prejudice and discrimination. Social identity theory will be applied as a critique of ‘within’ group behaviour and an explanation of ‘between’ group behaviour. The development of gender identity will initially be considered from a biological perspective. The influence of genes, hormones and brain development will be considered, as will the evolutionary explanations of for gender distinction. A range of alternative theories will also be applied to critique the biological argument. These include; social learning, operant conditioning, cognitive development and stereotyping.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information

Scheduled lectures / seminars / formative tutorials / student directed sessions

45 Taught lessons will be interactive, students are expected to have read the guided reading before lesson and be ready to contribute to class discussions and group work. Assessment support workshops will include one-to-one support on draft submissions

Guided independent study

155 Students are expected to undertake self-directed and guided study towards lessons and assessments.



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Written exam T1 Social Psychology Test 100%

2 x 1 hour tests (LO 1 & 2)

Coursework C1 Gender Essay 100%

2000 word essay (LO 3 & 4)

Updated by: Jodie Culley

Date: 15/05/18

Approved by: Anna Neale

Date: 15/05/18

Recommended Texts and Sources:


Gender: Core text Owen Blakemore, J. E., Berenbaum, S. A., Liben, l.S. (2015). Gender Development. Sussex: Psychology Press. Social Psychology: Core Text Hogg, M., & Vaughan, G. (2014). Social Psychology (7th ed.). Harlow: Pearson.


*The following modules will only be available to students who enrolled on or before September 2016 who are repeating the year with attendance.


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



SHORT MODULE DESCRIPTOR: This module enables students to extend descriptive material presented in year 1 and develop a greater depth of understanding by encouraging a critical awareness of theory, research, practical application as applied to learning, clinical, social and developmental psychology.





MODULE AIMS: • To develop an in-depth critical understanding of explanations of human behaviour in the

four topic areas: explanations of social influence in social psychology; treatment of psychological disorders in clinical psychology; the development of gender identity; the psychology of learning in the context of development and clinical psychology.

• To extend an understanding of the importance and impact of ethical issues in psychological research and practice.

ASSESSED LEARNING OUTCOMES: At the end of the module the student will be expected to be able to: 1. Evaluate the appropriateness and effectiveness of treatments of psychological disorders. 2. Critically discuss different theories of the development of gender identity. 3. Evaluate theoretical explanations of social influence and their application. 4. Assess psychological research and practice in relation to ethical codes of conduct.

DATE OF APPROVAL: March 2013 FACULTY/OFFICE: Academic Partnerships DATE OF IMPLEMENTATION: September 2013



TERM: 16/17 Autumn



ACADEMIC YEAR: 2018/19 NATIONAL COST CENTRE: 104 MODULE LEADER: Jodie Culley OTHER MODULE STAFF: Isabel Hallam

Summary of Module Content Gender development: The biological model will be challenged by considering a range of psychological and social factors that could be influential in the development of gender identity. Cognitive Developmental Theory and Gender Schema Theory will be introduced and the role of social and cultural influences will be critically evaluated as alternative explanations for gender development. This part of the module will address the following learning outcomes:

• Critically discuss different theories of the development of gender identity. • Evaluate theoretical explanations of social influence and their application.

Treatments of psychological disorders: A range of treatments for psychological disorders will be evaluated in terms of their appropriateness and effectiveness. Treatments with a basis in Learning theory will be considered (e.g. aversion therapy, systematic desensitisation, token economy), in addition to those rooted in Biological theory (e.g. drug therapy, ECT, psychosurgery). Psychological talking therapies, such as CBT, Psychoanalysis and Person Centred counselling will also be explored. Furthermore, research and practice relating to psychological treatments will be evaluated in terms of ethical codes of conduct. This part of the module will address the following learning outcomes:

• Evaluate the appropriateness and effectiveness of treatments of psychological disorders. • Assess psychological research and practice in relation to ethical codes of conduct.

SUMMARY OF TEACHING AND LEARNING Activities Hours Comments/Additional Information Scheduled lectures / seminars / formative tutorials / student directed sessions




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Coursework C1

Gender Development Essay

50% 2000 word essay [LO2 / LO3]

Written exam

T1 Clinical Treatments & Research Test

50%

2 x 1 hour test questions (LO1 / LO4)

Updated by: Date: Jodie Culley 18/05/18

Approved by: Date: Anna Neale 18/05/18


Recommended Texts & Sources Gender development: Owen Blakemore, J. E., Berenbaum, S. A., Liben, l.S. (2015). Gender Development. Sussex: Psychology Press. Social Influence: Comer, R. (2012). Abnormal Psychology: International Edition (8th ed.). New

York: Worth Publishers.


SECTION A: DEFINITIVE MODULE RECORD. MODULE CODE: SOUD2196 MODULE TITLE:

Cognitive and Physiological Psychology II CREDITS: 20 FHEQ LEVEL: 5 JACS CODE: CL83

PRE-REQUISITES: N/A

CO-REQUISITES: N/A

COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: This module will examine the evolutionary approach to understanding human and non-human animal behaviour including its strengths and weaknesses. Cognitive psychology will critically consider in depth explanations of how different cognitive functions, such as memory and perception, operate.

. ELEMENTS OF ASSESSMENT WRITTEN EXAMINATION COURSEWORK T1 (in-class test) 50% C1 50%



MODULE AIMS:

• To develop a critical overview of the contribution of evolutionary processes to the genesis and maintenance of behaviour and psychological experience.

• To develop in-depth understanding of competing explanations of cognitive functioning. • To enhance the use of empirical evidence as a means of evaluation.

ASSESSED LEARNING OUTCOMES: At the end of the module the student will be expected to be able to: 1. Critically discuss evolutionary explanations of human and non-human animal behaviour. 2. Assess the strengths and weaknesses of explanations of perceptual processes. 3. Evaluate theoretical explanations of memory functioning and their application.





TERM: 13/SP/M



ACADEMIC YEAR: 2018/19 NATIONAL COST CENTRE: S32



• Approaches to evolutionary psychology: History and principles, mate selection, parental investment, anxiety/phobia and survival.

• Cognitive explanations of perceptual processes: The cognitive and neurocognitive explanation for face recognition.

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

SUMMARY OF TEACHING AND LEARNING Activities Hours Comments/Additional Information Scheduled lectures / seminars / formative tutorials / student directed sessions




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Coursework C1

Evolutionary Essay

50% 2000 word essay [LO1]

Written Exam

T1 Cognitive Formal In-Class Test

50% Take-home test, 2000 words [LO2/ LO3]

Updated by: Issy Hallam Date 18/05/18


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

Pearson.

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

Hove: Psychology Press.

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