UNIT CODE UNIT NAME LEVEL CYCLE SCHOOL UK CREDITS ECTS CREDITS TERM U21627

Transcription

1 ACADEMIC YEAR DATES AUTUMN TERM - TEACHING BLOCK 1 (TB1): 17/09/ /01/2019 SPRING TERM - TEACHING BLOCK 2 (TB2): 21/01/ /06/2019 FULL YEAR: 17/09/ /06/2019 ORIENTATION WEEK: 11/09/ /09/2018 Faculty: Department/School: Course name: ISCED CODE: Academic coordinator/ unit queries: FACULTY OF SCIENCE Department of Psychology (PSYC) Exchange Programme in the Faculty of Science Psychology Stefanie Sonnenberg stefanie.sonnenberg@port.ac.uk UNIT CODE UNIT NAME LEVEL CYCLE SCHOOL UK CREDITS ECTS CREDITS TERM U21627 Psychology Portfolio for Exchange Students 6 1st PSYC TB1 S21616 Psychology Research Project 6 1st PSYC TB1 U21616 Research Project 6 1st PSYC YEAR U21622 Introduction to Forensic Psychology 6 1st PSYC YEAR U21623 Exploring Data 6 1st PSYC YEAR U24215 Disability: Theory, Research & Practice 6 1st PSYC YEAR U21625 Comparative and Evolutionary Psychology 6 1st PSYC YEAR U25556 Issues in Clinical & Health Psychology 6 1st PSYC YEAR U21628 Self and Subjectivity 6 1st PSYC YEAR U25530 Educational Psychology 6 1st PSYC YEAR U26304 Advanced Qualitative Research Methods 6 1st PSYC YEAR U25529 Neuroscience 6 1st PSYC YEAR U24994 Psychology of Human Sexuality 6 1st PSYC YEAR U21618 The Psychology of Offending Behaviour** 6 1st PSYC YEAR U21619 The Psychology of Security** 6 1st PSYC YEAR U21621 The Psychology of Investigations** 6 1st PSYC YEAR U24892 Trauma, Memory and Law** 6 1st PSYC YEAR ** These units are specific to our BSc (Hons) Forensic Psychology programme. If students are interested in any of these units and have already some background knowledge in forensic psychology, they should NOT also select the Introduction to Forensic Psychology (i.e., an introductory course normally exclusive to students on the BSc Psychology programme). This is to avoid duplication of content. Most courses at the University of Portsmouth are year-long (i.e., we do not have semesters) and the academic year is split into Teaching Block 1 (September-December) and Teaching Block 2 (January-June). If you would like to join us in the Department of Psychology as an incoming Erasmus exchange student, you have the following two options: Option 1: You can join us in September for one teaching block only (Teaching Block 1, 30 ECT credits overall). If you decide to join us for one teaching block only, you will complete the "Psychology Portfolio" unit (10 ECTS credits) as well as the Psychology Research Project (20 ECTS credits). The Psychology Research Project comprises the completion of a final year dissertation under the supervision of an assigned member of academic staff. The final project write-up consists of a 8000-word empirical report. * Please note that these units are compulsory. Also, if you choose this option, the coursework and project hand-in deadlines will be in January and March respectively. Option 2: Alternatively, you can join us in September for the whole academic year (Teaching Block 1 & Teaching Block 2, September-May, 60 ECTS credits overall). If you decide to study with us for the whole year, you will join our BSc Psychology and BSc Forensic Psychology students in their final year of study (Year 3, Level 6). You will complete 60 ECTS credits during that year. These may consist of EITHER (A) a choice of 6 final year 'units' (i.e., courses; 60 ECTS credits overall) OR (B) a choice of 4 final year units (40 ECTS credits) in addition to the Psychology Research Project (20 ECTS credits). For a list of units or courses you can choose from, please see the Option 2 table below. *Units/Unit descriptions are subject to change. Should you wish to obtain more information, please contact the academic coordinator. Last updated: April

2 Dear Erasmus Student, Welcome to the Department of Psychology at the University of Portsmouth! As an incoming student, you will be joining our final year cohort and study alongside our Level 6 undergraduate students. Our Department runs two undergraduate programmes, namely a BSc (Hons) Psychology and BSc (Hons) Forensic Psychology. As an incoming student, you have the opportunity to choose final year subjects (or options) from both these programmes. The academic year at the University of Portsmouth runs from September to May. This means, that unlike most of our continental exchange partners, we do not have semesters at Portsmouth. Therefore, under our University s academic year structure, our standard courses or units as we call them here are delivered on a year-long basis (i.e., from September to May). During your stay with us, you can choose the subjects or options you wish to study. In order to give you a head-start and to help you make your choice, we have prepared this final year option guide for you. This guide lists the unit titles for the Level 6 options available during the 2018/19 academic year. It also provides you with information on the respective unit coordinators, alongside a summary of each unit and its aims, an outline of what will be taught in each unit (i.e., the syllabus), how it will be taught (i.e., the learning and teaching strategy) and how it will be assessed (i.e., the assessment strategy). Please note that unit descriptions in this guide have been abridged. Full unit descriptions including unit learning outcomes will be made available via the Unit Websearch ( later in the year. In general, each final year option or unit is worth 20 Portsmouth credits this is equivalent to 10 ECTS credits. At Portsmouth, we still have our own course credit system. So in order to work out the ECTS equivalent of our credits, you simply have to halve the Portsmouth credits. During your stay with us, you are required to complete 60 ECTS in total. You can do so in two ways: (1) You may complete the Research Project unit (20 ECTS) plus FOUR additional options (4 x 10 ECTS). (2) You may choose SIX options (6 x 10 ECTS) from the units detailed below. Please note that, due to possible changes in staffing, the unit coordinators or lecturers on final year options may vary from year to year. Also, whilst the assessment strategy for each unit is correct at the time of writing, changes to specific assessments may be made at the discretion of individual unit co-ordinators. You will be notified by unit co-ordinators of any subsequent changes to specific units. Once you have selected the final year options you wish to study, please contact the Erasmus Coordinator, Dr. Stefanie Sonnenberg (Stefanie.Sonnenberg@port.ac.uk) or the Departmental Administration Team (psychology@port.ac.uk). We look forward to welcoming you in the Department of Psychology at the University of Portsmouth! Dr. Stefanie Sonnenberg Departmental Erasmus Coordinator 2

3 STUDY OPTIONS FOR INCOMING STUDENTS ( ) INTRODUCTION TO FORENSIC PSYCHOLOGY (U21622) This unit will provide students with an introduction and overview of theory, research and practice in a number of areas of forensic psychology. 1. To provide an introduction to the major theoretical frameworks and research methodologies used in specified areas of forensic psychology. 2. To examine how the application of forensic psychology - theory and research impacts on real world problems. 3. To explore how topics in forensic psychology are informed by theories and methodologies from cognitive, social and developmental psychology. Fear of crime. Memory and eyewitness testimony including false and recovered memories and suggestibility. Eyewitness and ear-witness identification. Investigative interviewing witnesses and suspects. Detecting deception - Nonverbal cues, verbal cues, polygraph. Juries and jury decision making. The development of criminality. Offender risk assessment Offender behaviour general offenders, sex offenders and violent offenders Rehabilitation of offenders what works? How will I be taught? The unit will be organised so that students attend lectures by guest speakers talking about their areas of expertise. How will I be assessed? Students will complete one 3-hour end-of-unit examination. The focus of the examination will be to evaluate critically the contribution of theory and research to our understanding of specified areas of forensic psychology and real-world practice. Moodle quizzes will be available to provide formative feedback and to test understanding through the year. 4

4 EXPLORING DATA (U21623) The unit is designed to both broaden and deepen understanding of statistics. The unit should: increase depth of conceptual understanding about the statistical tests with which you are already familiar; introduce more advanced statistical tests that are becoming used more frequently within the discipline; develop your SPSS knowledge and skills beyond that of most muggles; develop your presentation and reporting skills with regard to statistics. A deeper appreciation of statistics should allow a greater understanding of research methods in general. This deeper understanding will generalise across a wide range of sub disciplines within psychology. The unit should also help you to deal with the analysis and presentation of the data from your third year projects more effectively. Furthermore, a deeper understanding of statistics and how numbers are used to make decisions is also an important transferable skill. 1. To apply advanced statistical tests to appropriate data. 2. To examine data entry errors and violations of assumptions of parametric tests. 3. To implement data transformations where appropriate. 4. To interpret the results of complex statistical analysis. 5. To integrate test results outcomes into the presentation of a results section. Null hypothesis significance testing. Effect sizes. Factor analysis. Data cleansing and transformation. Multiple Regression. MANOVA. Graph theory. Advanced SPSS. How will I be taught? You will attend lectures in which your knowledge will be tested weekly using the audience response system. This testing will be formative rather than summative (i.e. it will not contribute to your final mark for the unit). SPSS workshop sessions will be held in order for students to learn how to conduct the tests that are introduced during the lectures. In the SPSS computer classes you will complete exercises which will be checked via . Again the testing is formative rather than summative. How will I be assessed? There are two coursework assessments for this unit. The first is designed to give you experience of analysing and reporting a reasonably complex data set that will prepare you for your year three project results section. The hand in date is in January so you will have feedback on this assessment prior to completion of your project results section. The second piece of coursework is a series of short answer questions that are designed to test your understanding of key statistical concepts. This is due in at the end of the second term. You will receive detailed information on coursework at the beginning of the unit. 5

5 DISABILITY: THEORY, RESEARCH & PRACTICE (U24215) This unit aims to explore different theoretical perspectives to the study and understanding of disability. Two main perspectives will be discussed: social constructionism and cognitivism. Autistic Spectrum disorders will be used as a focus to illustrate how the different theoretical perspectives approach the study of disability. 1. To introduce students to the values, assumptions and practices of the following psychological approaches with particular reference to the study of disability: cognitive approaches, empowering approaches, postmodern approaches and emancipatory communitarian approaches. 2. To overview and appraise different methodological approaches to the study of disability, with particular reference to Autistic Spectrum Disorders (ASD). 3. To examine how research on disability influences theory and practice. 4. To explore the experience of disability and its consequences for people. Social constructionist approaches to the study of disability and development. Cognitive approaches to the study of disability. Researching and diagnosing autism. Disability in practice. Empowerment, quality of life, disability in the family and in the school. How will I be taught? Lectures will provide students with details of the theoretical underpinnings of the subject. Directed online activities will provide students with the opportunity to discuss case studies that illustrate different issues related to autism (and the nature and characterisation of 'disability' more generally). These will also allow the application of research findings and theory to different practical situations to be considered. How will I be assessed? The unit will be assessed by a 3-hour end of unit examination. 6

6 COMPARATIVE AND EVOLUTIONARY PSYCHOLOGY (U21625) This unit examines and critiques comparative and evolutionary approaches to the study of psychology in humans and other animals. Students will address how specific aspects of behaviour, cognition and emotion can be studied from a comparative and evolutionary perspective, and critically assess hypotheses and research findings in this area. 1. To explore the fundamental principles of evolutionary theory and how this relates to behaviour. 2. To introduce students to the key areas of research within comparative and evolutionary psychology. 3. To examine the main theoretical controversies surrounding comparative and evolutionary psychology. 4. To appraise data and theory in evolutionary and comparative psychology. 5. To review, discuss and critically evaluate primary research articles in comparative and evolutionary psychology. 6. To allow students to arrive at an informed opinion of the state-of-the-art in selected topics. 7. To further integrate the learning from this unit with other areas in psychology and everyday life situations. Basics of evolutionary theory. Selfish genes, cooperation and sharing Mate choice, parental investment, marriage and inheritance patterns Modularity, individual differences and personality Social cognition and emotion Evolution of language and communication Evolution of culture Selected topics in comparative psychology may include but are not limited to the following: Neonatal imitation; imitation & observational learning; empathy and emotional intelligence; learning to use tools; self-awareness; gaze & understanding of visual attention; social referencing; pointing; joint attention; social bonding and play; intentional communication; emotional expressions; infancy as a critical period; emotional development; basic emotions, complex emotions, moral emotions; biological influences in early development; nature and nurture; gene-environment interaction theories of infant development; understanding others & inter-subjectivity; the roles of positive & negative emotion; the role of others: family, society, and cultural influences; attachment How will I be taught? Formal lectures will provide students with details of the underpinnings of the subject area. In class formative self-assessment (MCQ) will be used to help students gauge their learning and group discussions will follow the first 12 lectures to help consolidate learning. Studentled seminars will then focus on critical discussions about specific journal articles, in which students (singly or in groups) present a summary of an article, a critical evaluation, and lead class discussion. Student presentations are an important element in the teaching and learning strategy, as the preparatory reading, organisation of the talk, and taking the lead in class discussions are valuable for encouraging deep thinking and critical review. A handout that summarises the main points of students presentations will be distributed to the class. How will I be assessed? The unit will be assessed by a 3 hour end-of-unit examination. Short answer questions will assess the breadth of knowledge, and exam essays will assess the depth of knowledge. 7

7 ISSUES IN CLINICAL AND HEALTH PSYCHOLOGY (U25556) This unit explores key issues in clinical and health psychology with the aim of achieving an integrated understanding of these two disciplines. 1. To assist students in the identification of existing beliefs, prejudices and assumptions in relation to issues of mental health, psychological distress and physical health/illness. 2. To examine theories, research and other information that is relevant to the core content of the unit within an applied psychology setting. 3. To review and appraise how theory and findings from mainstream psychology and related disciplines are used to inform our understanding and treatment of everyday issues relating to health and clinical practice. Normality, abnormality, the relationship between psychological and physical health. Issues in diagnosis, labelling and psychological distress. Counselling and psychological therapies. Health related and addictive behaviours. Emotional/physiological reactions to stressful situations. Stress management. Mental and physical health in context; e.g. leisure, family relationships and work. Chronic illness; e.g. pain and functional somatic disorders, diseases of cardiovascular and immune system. Individual social, cultural age related differences in perceptions of mental and physical health. Maintenance and promotion of psychological and physical well-being including ethical implications. How will I be taught? A series of formal lectures are used to deliver the core, substantive content of the unit. In addition, seminars will be used to elaborate on and provide a forum for discussion of lecture topics. Lectures and seminars will also be supported by the completion of directed online discussion activities. How will I be assessed? The assessment for this unit is a 3-hour, two-part end-of-unit examination. The examination counts for 100% of your mark for the unit. Part A is a critical evaluation of a newspaper or magazine article aimed at the general public but whose subject matter is a topic discussed in this unit. The aim of this assessment is to critically evaluate how issues in clinical and health psychology are being discussed in the media by reviewing an article appearing in a nonacademic publication. You will get further assistance about how to do this in Workshop 2. Parts B and C ask you to choose 2 essays from a choice of 6. The 6 questions relate to the 6 topic areas discussed in this unit. 8

8 SELF AND SUBJECTIVITY (U21628) This unit seeks to provide an arena for students to study in depth one of the most intriguing and misunderstood aspects of psychological experience - that of subjectivity. The unit brings together a number of sub-disciplines that throw light on selfhood and subjective experience. Perspectives from social, developmental, cultural, economic and clinical psychology are combined in this unit to offer students the opportunity to explore what their selfhood means to them and how very different construals of selfhood can be enriching to human experience. The unit also allows students to tackle the tension between cultural differences in the experience of selfhood and developmental evidence of some common patterns of early selfawareness. 1. To outline the main problems, controversies, research methods and new discoveries in the field of scientific studies of selfhood and subjectivity. 2. To explore the significance of theories of selfhood to various applications. 3. To explore different aspects of the self and how these influence how we attempt (via selfregulation and behaviour change) to live a good life. 4. To explore the tensions between different academic approaches to the study of selfhood (e.g., developmental, social, economic, cultural, and clinical). Empirical phenomena and research in aspects of subjective experience, identity, selfawareness, selfhood across cultures and consciousness. The economic self, materialism, economic group processes and commodified selves. Enhancing the well-being of the self; emotional aspects of selfhood, and temporal perspectives of selfhood. Self-regulation; mindfulness and meditation; therapeutic approaches to hypo-egoic self regulation. How will I be taught? This unit is taught via a series of two-hour lectures, workshops and discussions. Two workshops will contain demonstrations and discussion of skills relating to self regulation based on the research and theory that has been presented in the lectures (e.g. meditation techniques). There will be at least two discussions. Further there will be an online discussion board to develop themes presented in lectures and allow students to discuss a series of research papers relating to the assessment. How will I be assessed? This unit will be assessed through the completion of a 4,000 word, end of unit assignment; a portfolio of short essays examining aspects of subjective practice and experience. 9

9 EDUCATIONAL PSYCHOLOGY (U25530) This unit examines the psychology of learning and teaching in educational settings from compulsory to post compulsory education. Students will be introduced to key topics and debates of relevance to contemporary education, examining the current state of research and theory, and the extent to which this informs policy and practice. 1. To critically examine the psychological theory and research in education. 2. To examine the application of psychological theory and research in educational practice, in compulsory and post compulsory contexts. 3. To develop an understanding of the role of an Educational Psychologist, legislative policy affecting learners, and the provision of services aimed at ensuring safety and psychological well-being. Theoretical approaches to understanding learning. Approaches to teaching and schooling (development of basic skills in reading, writing, and arithmetic, effective social and motivational development, identifying and developing potential). Influential concepts in learning (e.g. mindset, resilience, scaffolding etc.) Psychological investigations within educational settings the use of psychological concepts and theories to addresses problems in real life situations. The nature of scientific evidence, problem identification, interventions and evaluation. Barriers to learning. Special Educational Needs, Learning difficulties, social, emotional and behavioural problems, disability and developmental disorders focussing on issues such as dyslexia, autism, and ADHD. The methods and role of the Educational Psychologist: early years work; work with schools; and multi-agency work; interviews and assessments; supporting teachers and parents; working with vulnerable people; safe-guarding and child-protection; training others to work with children; Educational Psychology Service (EPS) delivery and careers in Educational Psychology. How will I be taught? Lecture sessions will be used to introduce theory and research relevant to educational psychology, provide overviews of different topics and their relevance to learning and provide guidance on conceptual and methodological issues to be considered when evaluating psychological studies and applying research findings that might inform policy and practice. Workshops will be held on specific applied topics within educational psychology. Each topic will provide a focus for discussing issues, problems or case studies that might be encountered by those working in the field, the critique and evaluation of specific interventions, or other scientific readings relevant to the area of practice being considered. How will I be assessed? There will be two pieces of assessment for this unit: (i) a 2,000 word essay and (ii) a 2,000 practice evaluation report. For the essay assessment, students will choose from a range of different questions (that allow them to choose age group of learner and topic) that require critical discussion of relevant theory and literature (allowing learning outcomes 2 and 3 to be demonstrated). For the practice evaluation report, students will engage in a problem-based learning exercise focussing on the evaluation of an educational practice of their choosing (e.g. key stage tests, classroom rewards, ability setting etc.) utilising relevant literature to evidence their evaluation. 10

10 ADVANCED QUALITATIVE RESEARCH METHODS (U26304) This unit covers a variety of qualitative approaches to research in psychology for both data collection and analysis, from theoretical background to practical implementation. Specific psychological research domains will be discussed as examples of different methodologies. 1. To introduce research methods for the exploration of activities-in-context and of sociocultural domains of practice. 2. To review and refine students' theoretical and practical knowledge in qualitative methods. 3. To provide opportunities for the application of qualitative methods across all stages of a research project. 4. To provide opportunities for peer and lecturer tutorship and for knowledge exchange about doing fieldwork. 5. To develop awareness of the interdisciplinary connections between psychology, the other social sciences and the humanities Theoretical principles of qualitative research. Qualitative studies in psychology, in the areas of law, disability, health and social care, education, psychological research contexts. Ethical issues in qualitative research. Observation and interviews. Creating field notes and field diaries. Analyses of cultural representations and cultural perspectives. Discourse Analysis approaches, standpoint methodology and feminist ethnography. Analysis of naturalistic interaction. Narrative analysis, biographical and autobiographical approaches. Writing qualitative research. How will I be taught? Lecture sessions will be used for introducing to the basic principles of qualitative research, providing overviews of different qualitative methodologies and guidance on their conduct, analysis and reporting. Here we seek a participatory stance to the business of learning about culture. A participatory stance is the sense that it is not simply about teachers who teach and make learning easy but in the sense of a supportive partnership between the students and the lecturers, to develop learning. Students are given small tasks before most of the lectures, and are expected to engage in short presentations throughout the unit. More formally, students' presentations at different stages of their project work will provide formative assessment exercises and offer a basis for in-class discussion. Ethics of psychological research will be covered thoroughly, with a scheduled ethics application training lecture in an IT-classroom. Whilst the lectures will expose-explain, and deconstruct various theories and methodologies about qualitative methods, the discussion and group presentations will apply the lectures to specific data. Some of the readings for the unit will be provided by the unit lecturers whilst other readings will be expected to result from students own bibliographic searches. How will I be assessed? The summative assessment will be a single, 4000-word research report. Students will design, plan and carry out a focused qualitative project collecting data from multiple sources and utilising different methodologies and forms of analysis as appropriate. The data for this assessment must not be used for any other Level 6 assignment. 11

11 NEUROSCIENCE (U25529) This unit examines the neurological basis of psychological processes associated with perception, learning, language, memory and emotions. Students will also be introduced to related topics including consciousness, transhumanism, neuro-feedback and neuropsychology. In each area, research conducted using neuroscience techniques will be considered, providing coverage of the neuroimaging methodologies available within the field. 1. To examine the structure and function of the human nervous system leading to a detailed understanding of the key processes pertinent to modern neuroscience. 2. To explore the major outcomes offered by modern neuroimaging and develop an appreciation of the strengths, limitations and applications of different neuroimaging methods. 3. To explore the relationship between brain activity and cognitive processes, with reference to theoretical perspectives and research. 4. To review major debates, theory and research currently ongoing in the neuroscience community. 5. To consider different applications of neuroscience in clinical and non-clinical settings. Neuro-development and evolution. Neuro-Plasticity. Behavioural and cognitive neuroscience. Clinical application of neuroscience. Emotional and social neuroscience. Chemosensory perception. Consciousness. Epigenetic and the brain. How will I be taught? Formal lectures will introduce relevant the physiological background, theory, research, methodology and applications of neuroscience. The critical points of each topic area will provide the focus, leading to coverage of related scientific issues appropriate to the study of neuroscience. Each topic will be accompanied by contemporary research articles and relevant book chapters recommended by the lecturer. Students will be expected to follow up lectures with self study of key readings. Questions to guide reading will also be provided. Open debate and/or questions related to specific research articles or themes will also be integrated into each lecture to support students in developing a critical awareness of the subject area. How will I be assessed? The summative assessment will consist of one one-hour in class test at the end of Teaching Block 1, one 2000-word piece of coursework and one final one-hour exam. Both exams will include short answer questions relating to neuroscience. 12

12 PSYCHOLOGY OF HUMAN SEXUALITY (U24994) Sexuality is central to our lives. It leads to our most important relationships with lovers, spouses, and children. It drives much of our social behaviour and status seeking. It evokes our strongest passions lust, love, pride, hope, and ecstasy, but also jealousy, heartbreak, despair, shame, and regret. This unit introduces the psychology of human sexuality in its evolutionary, cultural, reproductive, and social context. 1. To explore the fundamental principles of evolutionary theory as it relates to human sexuality. 2. To introduce students to key areas of research within human sexuality. 3. To examine the main theoretical controversies surrounding human sexuality. 4. To review and appraise how findings from sexuality research inform mainstream ideas about human sexuality. The history, nature and challenges of sex research. The evolutionary origins of sexual reproduction including sexual selection theory. Sex differences and similarities between men and women through the life span. Sexual behaviour including pleasure, foreplay, copulation and orgasm. Hormonal influences on the psychology of men and women. Same sex sexual behaviour, homosexuality, sexual fluidity, gender identity and asexuality. Romantic love, pair bonding, long term mating and monogamy. Feminism, sexual norms and cultural responses to sexuality. Other topics may include: pornography, polyamory, BDSM, prostitution, hookup culture, attraction to physical and mental traits, institutionalized sexual relationships, personality characteristics that influence mating such as narcissism, sexual health, pregnancy and sexual conflict such as stalking and sexual assault, disgust and sexuality. How will I be taught? A series of formal lectures will be used to deliver the core substantive content of the unit. Lectures will also be supported by the use of guided class discussion about particular topics to develop critical understanding. In class formative assessment will be used regularly to allow students feedback on their own learning. Students will respond to questions using an electronic response system to assess their comprehension of key issues during lectures, and to survey student opinion to inform in-class discussion on attitudes. How will I be assessed? The summative assessment is a single 3 hour end-of-unit examination. The examination will consist of short answer questions to assess breadth of knowledge across a range of topics, and exam essay questions to assess students' depth of critical understanding of theory, research and perspectives on human sexuality. 13

13 PSYCHOLOGY OF OFFENDING BEHAVIOUR (U21618) This unit provides a critical evaluation of the nature and development of offending behaviour. 1. To develop an understanding of what offending behaviour is and the historical context in which varying definitions arose. 2. To develop an understanding of relevant psychological theories concerning the development of different types of offending behaviour. 3. To develop an understanding of methodological issues relating to the investigation of offending behaviour. What is offending behaviour and the historical context. The roots of offending behaviour in animal aggression and development of self. Attachment theory. Social Learning Theory. Risk factor theory and the RNR model. Rational choice theory. Personality disorder. Property crime. Violent crime. Sexual crime. How will I be taught? Lectures, including structured discussion of key research findings and an opportunity to appraise important historical, contextual and practical issues, will be used to deliver the substantive content of the unit. An assessment workshop will assist students with preparation for the final examination. How will I be assessed? The unit will be assessed by a 3-hour end-of-unit examination. 14

14 PSYCHOLOGY OF SECURITY (U21619) The unit explores the psychological and behavioural underpinnings of feelings of security, and describes psychological factors in various measures that police, government, and security personnel take in ensuring the security of people in the community. 1. To introduce the judgment and decision making aspects of the uncertainty of security. 2. To establish how risk of threat is assessed. 3 To establish perceptual, attentional, and decision making limitations to surveillance for crime. 4. To explore critically what practices are effective in preventing crime and reducing intergroup conflict and why these practices are effective. 5. To introduce students to the concept and practices of crisis management. 6. To introduce students to the ethical implications of methods for crime prevention. Security as a motivator; typical behaviours resulting from the need for security. (e.g., Maslow's hierarchy of needs); maintaining security as a forensic task. Risk and decision making; risk assessment; risk management; crisis management after the fact. Crime prevention: what works and why. Security in prisons; predicting prison riots. Surveillance as an attentional and perceptual task; predicting people's intentions. Ethics, civil liberty, profiling, prejudice. Detecting false entry into the country: photo-face matching and detecting deception. Community cohesion and crime; community watch. Security concerning fraud. Conflict resolution: mediation, diffusion of angry situations. How will I be taught? Formal lectures and seminar discussions will provide students with the academic underpinnings to the subject area. Students will be given a list of academic readings to direct their private study. Online resources will be used to provide additional lecture notes and questions to direct private study after seminar discussions; to provide links to news stories related to the topics covered in the unit; to provide additional learning material in response to student interest and current affairs; and to provide links to web-based resources relevant to the unit. How will I be assessed? The unit will be assessed by a 4000-word coursework assignment. 15

15 PSYCHOLOGY OF INVESTIGATIONS (U21621) This unit focuses on aspects of (mostly criminal) investigations from a psychological perspective combining theoretical and practical approaches to key activities such as interviewing, identification, profiling, and decision-making. 1. To outline the application of psychological principles and methodologies to the study of criminal investigations. 2. To provide an introduction to the main theoretical perspectives relating to key activities in Investigative Psychology, particularly relating to the Psychology of Interviewing, Deception Detection, Facial Recognition and Suggestibility. 3. To provide students with practical skills and an understanding of the difficulties faced by investigators through the completion of training activities and exercises. 4. To examine the application of empirical research to different real world contexts including criminal investigations and consider the strengths and weaknesses of different methodological approaches. Chronology of an Investigation. Eyewitness Identification. Witness Interviewing. Suspect Interviewing. Detecting Deception. Evidence Distortion. Offender Profiling. Decision-Making in Investigations. How will I be taught? Lectures, seminars and workshops will be used to deliver the core substantive content of the unit. Student-led seminars will be used to discuss key research articles and common methodologies. Interactive workshops where case studies are used to allow students to apply relevant theory and concepts, and/or role-playing exercises will be used to allow students to practice interviewing skills. Seminars and a workshop will also be used to provide students with the opportunity to receive oral feedback on their learning and skills development from unit lecturers How will I be assessed? The unit will be assessed by a 3-hour end of unit examination. 16

16 TRAUMA, MEMORY AND LAW (U24892) This unit focuses on the relationship between trauma, memory and the law from a psychological perspective. The unit will combine lectures, seminars and hands-on workshops to provide students with a rich understanding of some of the challenges in applying theoretical knowledge to real world challenges. 1. To outline the application of psychological theories of memory and trauma to the legal context. 2. To provide an introduction to the main findings in the literature regarding the effects of trauma on memory. 3. To critically examine the application of empirical research to real-world contexts and consider the strengths and weaknesses of different methodologies / approaches. History and context: The origins of the trauma-memory debate and its contemporary relevance. Traumatic memory loss: Special and mundane accounts of forgetting and non-disclosure. Traumatic memory in the wild : Stress, PTSD and memory in real world contexts. Traumatic memory errors: False memory and the generalizability of laboratory research. Traumatic memory in the courtroom: Memory science, memory beliefs and legal decisionmaking. How will I be taught? Lectures (including guest lectures from practitioners), seminars and workshops will be used to deliver the core content. Student-led seminars will be used to discuss key research articles and evaluate methodologies. Hands-on workshops, where students get to interact with realistic case materials, will be used to gain an appreciation of the challenges of applying theory to practice. Assessment workshops will also allow students to practice, and receive formative feedback on their learning of the unit content. How will I be assessed? The unit will be assessed by a 3-hour end of unit examination. 17

17 U21627 Psychology Portfolio Level 6 Unit Handbook 2018/19 Incoming Exchange Students

18 UNIT CONTACT INFORMATION Departmental Erasmus & Unit Coordinator Dr. Stefanie J. Sonnenberg King Henry Building, Room Tel: Office Hours: Mondays 1-2pm, Wednesdays 10-11am Undergraduate Course Administrator King Henry Building, Room Tel:

19 Dear Erasmus Student, Welcome to the Department of Psychology at the University of Portsmouth! As an incoming student, you will be joining our final year cohort and study alongside our Level 6 undergraduate students. Our Department runs two undergraduate programmes: a BSc (Hons) Psychology and BSc (Hons) Forensic Psychology. As an exchange student, you have the opportunity to choose final year subjects or options from both our degree programmes. The academic year at the University of Portsmouth runs from September to May. This means, that unlike most of our continental exchange partners, we do not have semesters at Portsmouth. Therefore, under our University s academic year structure, our standard courses or units as we call them here are delivered on a year-long basis (i.e., from September to May). We do, however, recognise that some of our incoming exchange students may not wish to spend a whole year studying at Portsmouth. In recognition of this, we have created the Psychology Portfolio unit: this unit has been specifically designed for those of you who wish to study with us for one teaching block only (i.e., September to December). This handbook outlines everything you need to know about the aims, syllabus and assessment of the Psychology Portfolio (10 ECTS). (Please note that in addition to the Psychology Portfolio you will need to complete a 20 ECTS research project during your stay with us). If, after reading this handbook, you have any further questions about the Psychology Portfolio, please do not hesitate to get in touch with me (Stefanie.Sonnenberg@port.ac.uk). I look forward to welcoming you in our Department! Dr. Stefanie Sonnenberg Departmental Erasmus Coordinator 3

20 INTRODUCTION As already mentioned, the Psychology Portfolio unit has been designed specifically for incoming exchange students who have opted to study with us for one teaching block only (i.e., September to December). In essence, this unit allows you to take part in all the standard courses we currently deliver to our Level 6 students that is, students who are in the final year of their Bachelor s degree in psychology or forensic psychology and it will enable you to study many of the topics taught at this level. In particular, the Psychology Portfolio has been designed to allow you to develop your own programme of study which can be tailored flexibly to suit your own interests and requirements. The overall objective of this unit is to provide you with an opportunity to immerse yourself in a wide variety of subject areas, covering a range of methodological and theoretical approaches in psychology. of the unit The specific aims of the Psychology Portfolio are as follows: 1. To introduce a broad range of topics in psychology, alongside the conceptual and methodological issues raised by research and findings on these topics 2. To enable students to engage with different theoretical and methodological perspectives on psychological issues 3. To develop students ability to describe and appraise critically and scientifically key empirical research in selected areas of psychology Learning outcomes On successful completion of this unit, students should be able to: 1. Identify and compare findings from different studies in a range of specified psychological contexts 2. Evaluate critically the outcomes and conclusions drawn from key psychological studies, considering their relevance for psychological theory and practice 3. Communicate ideas and psychological knowledge effectively in written form, acknowledging and referencing sources appropriately Brief Syllabus Outline There is no pre-set syllabus for the Psychology Portfolio. Instead, students will be able to devise their own individual learning programme (with the guidance and support of the Erasmus Coordinator). Individual learning programmes will consist of 22 lectures which students choose, in accordance with their academic interests and abilities, from the following units: 1. Introduction to Forensic Psychology (U21622) 2. Exploring Data (U21623) 3. Disability: Theory, Research & Practice (U24215) 4. Comparative & Evolutionary Psychology (U21625) 5. Issues in Clinical and Health Psychology (U25556) 6. Self & Subjectivity (U21628) 7. Educational Psychology (U25530) 8. Advanced Qualitative Research Methods (U26304) 9. Neuroscience (U25529) 10. Psychology of Human Sexuality (U24994) 11. Psychology of Offending Behaviour (U21618) 12. Psychology of Security (U21619) 13. Psychology of Investigations (U21621) 14. Trauma, Memory and Law (U24892) 4

21 You may wish to focus on a minimum of two of the above units; alternatively, you may select 22 lectures from a combination of several units. As already mentioned, these year-long units are delivered to our final year students on our BSc programmes (see Option Choices below for further details). 5

22 HOW IS THE UNIT DELIVERED? Unit Type and Credit Rating This is a half-year, compulsory Level 6 unit that rates 20-credits at the University of Portsmouth. This credit rating corresponds to 10 ECTS credits. As indicated above, the unit aims to provide students with an opportunity to reflect on psychological theory, method and research and to consider the broader context(s) in which the discipline of psychology is embedded. How will I be expected to work on this unit? As already mentioned, on the basis of their academic interests, students design their own lecture programme (22 x 2 hour lectures) by selecting lectures or seminars from the units listed above. At the University of Portsmouth, students are usually expected to engage in 200 notional hours of study for a 20- credit unit (this includes lecture and tutorial attendance, research, reading, preparation of coursework). In addition to the chosen lectures or seminars, students will be expected to attend tutorials with the Erasmus Coordinator. HOW IS THE UNIT ASSESSED? Basic Assessment Details This unit is assessed by coursework: students will complete a 4000-word portfolio which will provide the overall mark for this unit. For further details, please see below. Assessment Submission Procedure & Due date The assessment should be completed and submitted by 12noon on Friday 1st February The portfolio can either be submitted as hardcopy or in electronic form via the Erasmus Co-ordinator (stefanie.sonnenberg@port.ac.uk). Assessment Task As part of the assessment, students will be required to provide a logbook of the 22 lectures or seminars they have attended (from September to December). In addition, students will provide a summary of and in-depth reflection on four of the sessions or lectures in which they took part. This, in turn, should demonstrate independent reading, critical evaluation and analysis of psychological theory and evidence, together with the ability to develop a coherent argument. Students may write up to 1000 words on each of the four selected sessions/lectures/seminars. Your reflections on these individual lectures, in conjunction with the attendance logbook, will then be submitted as your portfolio of work. Assessment support will be provided via group tutorial sessions with the Erasmus Co-ordinator. For further details on the assessment, please see Appendix 1. Marking Criteria The submitted Portfolio will be marked on the basis of the standard Department of Psychology marking criteria. These criteria can be found in Appendix 2. 6

23 OPTION CHOICES Below you will find a list of the units (or final year options) you can study during your time with us. In order to complete your Psychology Portfolio unit, you need to select and attend 22 lectures or seminars from the options listed below. Timetables for each unit, alongside the unit handbooks containing details on individual lectures and their content, will be handed out by the respective unit coordinator at the beginning of the academic year in September. You may wish to concentrate your selection on just a few units this could help you develop a thematic focus for your portfolio and might lead to a more coherent piece of work overall. Below you will find the unit titles for the Level 6 options that will be available during the 2018/19 academic year. The list below also provides you with information on the respective unit co-ordinators, alongside a summary of each unit, its aims and an outline of what will be taught (i.e., the syllabus). Please note that the unit descriptions in this guide have been abridged. Full unit descriptions including unit learning outcomes will be made available via the Unit Websearch (see later in the year. Also, please be aware that, due to possible changes in staffing, the unit coordinators or lecturers on final year options may vary from year to year. 1. INTRODUCTION TO FORENSIC PSYCHOLOGY (U21622) This unit will provide students with an introduction and overview of theory, research and practice in a number of areas of forensic psychology. 1. To provide an introduction to the major theoretical frameworks and research methodologies used in specified areas of forensic psychology. 2. To examine how the application of forensic psychology - theory and research - impacts on real world problems. 3. To explore how topics in forensic psychology are informed by theories and methodologies from cognitive, social and developmental psychology. Fear of crime. Memory and eyewitness testimony including false and recovered memories and suggestibility. Eyewitness and ear-witness identification. Investigative interviewing witnesses and suspects. Detecting deception - Nonverbal cues, verbal cues, polygraph. Juries and jury decision making. The development of criminality. Offender risk assessment. Offender behaviour general offenders, sex offenders and violent offenders. Rehabilitation of offenders what works? 7

24 2. EXPLORING DATA (U21623) The unit is designed to both broaden and deepen understanding of statistics. The unit should: increase depth of conceptual understanding about the statistical tests with which you are already familiar; introduce more advanced statistical tests that are becoming used more frequently within the discipline; develop your SPSS knowledge and skills beyond that of most muggles; develop your presentation and reporting skills with regard to statistics. A deeper appreciation of statistics should allow a greater understanding of research methods in general. This deeper understanding will generalise across a wide range of sub disciplines within psychology. The unit should also help you to deal with the analysis and presentation of the data from your third year projects more effectively. Furthermore, a deeper understanding of statistics and how numbers are used to make decisions is also an important transferable skill. 1. To apply advanced statistical tests to appropriate data. 2. To examine data entry errors and violations of assumptions of parametric tests. 3. To implement data transformations where appropriate. 4. To interpret the results of complex statistical analysis. 5. To integrate test results outcomes into the presentation of a results section. Null hypothesis significance testing. Effect sizes. Factor analysis. Data cleansing and transformation. Multiple Regression. MANOVA. Graph theory. Advanced SPSS. 3. DISABILITY: THEORY, RESEARCH & PRACTICE (U24215) This unit aims to explore different theoretical perspectives to the study and understanding of disability. Two main perspectives will be discussed; social constructionism and cognitivism. Autistic Spectrum disorders will be used as a focus to illustrate how the different theoretical perspectives approach the study of disability. 1. To introduce students to the values, assumptions and practices of the following psychological approaches with particular reference to the study of disability: cognitive approaches, empowering approaches, postmodern approaches and emancipatory communitarian approaches. 2. To overview and appraise different methodological approaches to the study of disability, with particular reference to Autistic Spectrum Disorders (ASD). 3. To examine how research on disability influences theory and practice. 4. To explore the experience of disability and its consequences for people. 8