Faculty of Education Health and Wellbeing Institute …...aromatherapy, Internet grazing. Dr Wendy Nicholls (PhD, PG Cert HE) Senior Lecturer,, Co- ordinator of HAPI (Health and Psychological

1

Faculty of Education Health and Wellbeing

Institute of Psychology

BSc (Hons) Psychology BSc (Hons) Psychology (Counselling Psychology)

BSc (Hons) Psychology (Criminal Behaviour)

ON CAMPUS COURSE GUIDE 2016/7

2

About this guide

Welcome

Course Management and Staff Involved with the Course

Course Structure

About the Course

Contact Hours

University Academic Calendar

Timetables

Student Voice

Student Feedback

Student Charter

Engagement

The Wolverhampton Graduate

External Examiners

Academic Regulations Exam Regulations Course information Personal Tutor Academic Misconduct Support for Students Anonymous Marking Where to Get Help with your Course Extensions, Extenuating Circumstances and Leave of Absence Health and Safety Issues Health and Wellbeing whilst using your computer Progression for Further Study Alumni

3

About this guide This Course Guide has been designed to help you plan your course. You are encouraged to read this Guide through now. It will be a considerable advantage to you to be familiar from the outset with the various aspects of your studies that are described. It may be that the relevance of some of the sections will not be immediately obvious. Keep it somewhere accessible, so that you can refer to it as needed. Obviously even in a document like this we have not covered every query and problem that you might have about the course. The Course Guide should be read in conjunction with the Undergraduate Student Guide / Postgraduate Student Guide; the Student Charter; the University’s Policies and Regulations and the University Assessment Handbook documents should provide you with all the basic information that we think you will need for your period of study here. If you find that there is something you need to know, please contact your Academic Faculty Office or local Student Centre on the details included below.

Please enter the contact details for your Personal Tutor for your future reference:

----------------------------------------------------- The name of your Personal Tutor will be given to you at the beginning of your course and can be checked via e:Vision

Your local Academic Faculty Office is:

Faculty of Education Health and Wellbeing, MC125, MC Building Wulfruna Street Wolverhampton WV1 1SB Academic Support: 01902 518600

Your Student Centre is:

Student Centre Wulfruna MI Building, City Campus Wolverhampton Tel: 01902 321062

Please note that in order to develop and improve the Course, it may be necessary on occasions to amend or revise the details given in this Course Guide. We are pleased to hear your views and welcome suggestions for ways of improving the operation of the Course.

http://www.wlv.ac.uk/default.aspx?page=24607


http://www.wlv.ac.uk/media/departments/marketing-and-communications/documents/Standard-Student-Charter-201415-Final-V-2.pdf

http://www.wlv.ac.uk/Default.aspx?page=6932

https://www.wlv.ac.uk/about-us/governance/legal-information/policies-and-regulations/

http://www.wlv.ac.uk/study-here/student-support/

http://www.wlv.ac.uk/evision


4

Welcome

On behalf of the Course Management Team I should like to extend to you a very warm welcome and wish you every success in your studies at the University of Wolverhampton. The University experience and academic success is all about the effort you put into learning and making the most of the wide range of opportunities available to you. We welcome students who are eager to think for themselves, to take control of their own learning and who are ready to get involved in developing the skills required in a highly competitive job market. You will need to demonstrate good time management skills, independent learning, flexibility and discipline in order to achieve a study-work-life balance. We believe it is important that you are encouraged to make your own contribution to the effective operation and development of your chosen course. We are, therefore, keen to hear your views and would welcome any suggestions that you may have about ways of improving any aspect of your course and/or the student experience here at the University.

Dr. Richard Darby (Director of Undergraduate Studies) [email protected] Dr. Caroline Wesson (Undergraduate Course Leader) [email protected]

Course Management and Staff Involved with the Course Dr Alison Atrill (PhD)Senior Lecturer, Co-ordinator of CRUW (Cyberpsychology Research at The University of Wolverhampton). Research Interests: All aspects of online behaviour, including but not limited to online relationships, self-disclosure online, social interations, privacy and trust concerns online, criminality and deviance online, the Internet as a behavioural tool. Dr Nick Banks (PhD) Chartered Clinical Psychologist. Lecturer. Dr David Boyda (BSc PhD AFHEA) Lecturer Research Interests: clinical Psychology, Abnormal Psychology, Experimental Psychology Dr Darren Chadwick (PhD, CPsychol, MSc, PGCE) Senior Lecturer Research Interests: Forensic issues and disability, Communication, Social Justice, Inclusion, Prejudice and Equity, Health and Wellbeing of people with disabilities. Dr Josephine Chen-Wilson (PhD, CPsychol) Senior Lecturer Research Interests: Language development, development of children’s narratives and literacy, expression of emotion Professor Coral Dando (PhD, Consultant Forensic Psychologist,, CPsychol, CSi FHEA, AFBPsS). Professor of Psychology and Co-ordinator of SIFR (The Security, Forensic and Investigative Psychology Research Group. Research Interests: the application of contemporary theories of cognition to investigate Dr Richard Darby (PhD) Principal Lecturer; Director of Undergraduate studies; Head of Department. Research Interests; Experimental psychology, learning and memory, comparative psychology, the psychology of ageing, issues surrounding mental health and understanding animal minds.

mailto:[email protected]


5

Ms Nicola Derrer-Rendall BA Hons, Psych Dip (Open), Msc CPsychol, Senior Lecturer, Research interests: General work Pscyhology, job satisfaction, life satisfaction and the impact of part-time employment on a student population, stress and team membership. Other research interests: Personality, goal-setting, academic confidence and achievement. Dr Chris Fullwood (PhD) Senior Lecturer, Co-ordinator of WITS (Wolverhampton Internet and Technology Society) research group. Research interests: Online impression management; Blogging; Online support; Video-mediated communication; Chat room behaviour. Dr Niall Galbraith (PhD CPsychol AFBPsS) Senior Lecturer, Co-ordinator of CID (Cognition and Individual Differences research group) Research Interests: Psychological processes underlying delusional ideation and belief, attitudes towards mental illness, cognition and attitudes in health professionals, psychological factors in Internet use. Dr Victoria Galbraith (DCounsPsych; CPsychol; CSci; AFBPsS) Senior Lecturer Research Interests: Counselling Psychology; Attitudes towards mental health and helpseeking behaviours; Forensic Psychology (Policing); Maternal Coping. Dr Danny Hinton Lecturer Research Interests: Occupational psychology, especially the use of psychometric testing in selection and recruitment. Mr Garrett Kennedy (CPsychol) Programme Director – Doctorate in Counselling Psychology Research Interests: Mental health, Psychotherapy, Clinical Supervision & Ethical Issues, Religion & Spirituality, Qualitative Research Methods. Dr Lamprini Magirou (PhD) Lecturer Dr Tom Mercer (PhD, CPsychol, AFBPsS) Lecturer. Research Interests: Experimental psychology, attention, mind wandering, memory, forgetting Dr Neil Morris (PhD, CPsychol, CSci.) Senior Lecturer. Research Interests: Psychological well-being, cognitive ergonomics, blood sugar and cognition, mood enhancement, psycho-aromatherapy, Internet grazing. Dr Wendy Nicholls (PhD, PG Cert HE) Senior Lecturer,, Co- ordinator of HAPI (Health and Psychological Interventions research group). Research Interests: Experimental social psychology, health psychology, online counselling, internet use, attachment, depression. Mr Dave Ormerod (BSc (Hons) MSc FHEA MBPsS) Senior Lecturer. Research interests: Factors influencing positive attitudes towards people with Profound Intellectual and Multiple Disabilities; constructions of (dis)ability; advocacy and learning difficulties; construction of social identities; health psychology; irrational thinking Dr Lisa Orchard (BSc, PhD) Lecturer Research interests: general cyberpsychology, personality differences online, online social networking and group processes, celebrity worship, social comparison theory 6 Dr Satvinder Purewal (BSc, MSc, PhD) Lecturer Research interests: health psychology and reproductive and sexual health; infertility and infertility treatment; impact of chronic illness on reproductive/sexual health; gamete donation and surrogacy; the importance of a

6

genetic link; ethnicity; motherhood/parenthood; Theory of Planned Behaviour and the Prospect Theory. Ms Debbie Stevens-Gill (CPsychol) Lecturer Occupational stress, the work-life balance, the work-family conflict, leader selfawareness, proactive behaviour in the workplace, and counselling in organisations Dr Abigail Taiwo CSci, CPsychol, Registered Clinical Psychologist (HCPC), Lecturer Research interests: Psychological well-being and global functioning, Child and adolescent psychopathology and treatment (Conduct disorder, body dysmorphic disorder), psychological issues around violence through cultural harmful practices against women and the girl child, psychological issues in domestic violence and abuse, childlessness and adoption, the psychological wellbeing of people living with chronic physical conditions (Chronic Pain, cancer and sickle cell, patients) in Africa, Evaluation of therapy approaches (CBT and Transactional analysis), attitude and attitude change programs towards mental illnesses in Africa. Dr Caroline Wesson (PhD, MSc, CPsychol, PG Cert HE). Senior Lecturer; Undergraduate Course Leader. Social Psychology especially the confidence heuristic, communication of confidence and language styles, influence of confidence and language styles (decision-making and impression formation), applications of confidence (e.g. within educational and training contexts), the interface between people with intellectual disabilities, mental health and the criminal justice system, intellectual disability and online behaviour. Psychology Demonstrators/ Teaching Assistants (Room MC325): Ms Claire Jones (BSc Hons) Demonstrator in Psychology, PhD Student Research Interests: delusional thinking Technical Staff Mr Ian Jukes (BSc, MSc) Laboratory Manager Mr Phil Oates (BA Hons) Senior Psychology Technician Faculty of Education Health and Wellbeing additional useful contacts:- Pauline Lim- Faculty Enabling Tutor- Walsall Campus room (WP109)

7

Student Support in FEHW

STUDENT ADVISORS HERE2HELP STUDENT

CENTRE

PERSONAL TUTOR SKILLS FOR

LEARNING

Dedicated staff employed

within the Faculty to support your University experience

Links to our Graduate Interns

Each campus has a Student

Centre, commonly known as

‘Here2Help’

An academic member of staff will act as your personal tutor

for the duration of your Degree.

Trained and professional staff supporting your

academic work Based in our

Learning Centres Online and in person support

and guidance

Pre-entry support General support about

study and student life Guidance – referral to University services

Knowledge of the Faculty and its Courses

Enrolment & module

registration Submitting work & examinations

Academic regulations – one week extensions &

extenuating circumstances Leave of

absence Student finance issues

Student enabling centre Careers & counselling

appointments

Support for your academic

development and progression Personal (pastoral) guidance

A consistent point of contact throughout your studies. Three

meetings per year.

Transferable support on your academic study

skills: General skills

guidance Academic writing support

Referencing Searching for literature

Contact:

[email protected] Regular drop in sessions & appointments

City – MC building Walsall – WN & WP building

Burton Campus

City - MX building 01902 321150

Walsall - WA building 01902 323135

Log a call – e:vision

helpdesk (Help>contacts)

Check who your tutor is on e:vision

Meet with your personal tutor at regular intervals

Visit SAMS to book an appointment http://FEHWSams.wlv.ac.uk/

Skills for Learning

website Workshops Drop-in sessions Appointments

Study guides Online resources Twitter,

Facebook, Skype (wlv_skills) and YouTube

*** Visit the Student Support homepage for more information *** *** Also visit the Students Union Advice and Support Centre for impartial guidance **



http://www.wlv.ac.uk/lib/


https://smsweb.wlv.ac.uk/si/sits.urd/run/siw_lgn

http://fehwsams.wlv.ac.uk/

http://www.wlv.ac.uk/lib/skills_for_learning.aspx

http://www.twitter.com/wlv_skills

http://www.facebook.com/wlvskills

https://www.youtube.com/playlist?list=PLNjCggSu2jhnYLlwjsXVIn9o7z4Ve2sVr



8

Course Structure for Undergraduate courses Students will study: Full-time: normally modules worth 120 credits each academic year Part-time: normally modules worth no more than 80 credits each academic year.

Course Structure BSc Psychology Semester 1 Level 4 Semester 2 Level 4

Module Code

Module Title Credits Module Code

Module Title Credits

C 4PS001 Bad Science 20 C 4PS004 Themes and Practice in Psychology

20

C 4PS002 Historical and Contextual Themes in Theoretical Psychology

20 C 4PS006 Historical and Contextual Themes in Applied Psychology

20

C 4PS003 Research Methods in Psychology- Basic

20 C 4PS005 Research Methods in Psychology- Intermediate

20

Semester 1 Level 5 Semester 2 Level 5

Module Code



C 5PS001 Cognitive Psychology

20 C 5PS006 Psychobiology 20

C 5PS005 Research Methods in Psychology- Advanced

20 C 5PS004 Developing Research Skills in Psychology

20

C 5PS002 The Development of Personality and Individual Differences

20 C 5PS003 Theoretical and Applied Social Psychology

20

Level 6 – Choose one module from Block 1 and one module from Block 2 Block 1

Semester 1 Level 6 Semester 2 Level 6

Module Code



O 6PS006 20 O 6PS003 Clinical Psychology 20 OR OR

O 6PS010 20 O 6PS005 Lifespan development and Learning

20

OR O 6PS0019 Cognition and

Individual Differences

20

9

Block 2

Semester 1 Level 6 Semester 2 Level 6 Module

Code Module Title Credits Module

Code Module Title Credits

O 6PS012 Cyberpsychology 20

OR

O 6PS017 Intellectual Developmental Disabilities

20

OR

O Applications of Health Psychology

Block 3

Semester 1 Semester 2 Module

Code

Module Title Credits Module

Code


C 6PS014 Psychology Research Project

20 C 6PS014 Psychology Research Project

20

Course Structure BSc Counselling Psychology


Code


Code



20

C 4PS002 Historical and Contextual Themes in Theoretical

Psychology

20 C 4PS006 Historical and Contextual Themes in Applied Psychology

20



20




C 5PS001 Cognitive Psychology 20 C 5PS006 Psychobiology 20 C 5PS005 Research Methods in

Psychology- Advanced

20 C 5PS004 Developing Research Skills in Psychology

20

C 5PS002 The Development of Personality and Individual Differences

20 C 5PS003 Theoretical and Applied Social Psychology

20

Level 6 – Choose one module from Block 1 and one module from Block 2

Block 1 Semester 1 Semester 2 Module



C 6PS010 Applications of Counselling Psychology

20 O 6PS003 Clinical Psychology 20

OR

10

O 6PS005 Lifespan Development

and Learning

20

OR

O 6PS009 Cognitive and

Individual Differences

20

Block 2


Code


Code


O 6PS012 Cyberpsychology 20 C 6PS019

OR

O 6PS017 Intellectual Developmental Disabilities

20

OR

O 6PS015 Applications of Health Psychology

20

Block 3




C 6PS014 Psychology Research Project

20 C 6PS014 Psychology Research Project

20

Course Structure BSc Psychology (Criminal Behaviour)





20

C 4PS002 Historical and

Contextual Themes in Theoretical Psychology

20 C 4PS006 Historical and

Contextual Themes in Applied Psychology

20



20




C 5PS001 Cognitive Psychology 20 C 5PS006 Psychobiology 20 C 5PS005 Research Methods in

Psychology- Advanced

20 C 5PS004 Developing Research

Skills in Psychology

20

C 5PS002 The Development of

Personality and Individual Differences

20 C 5PS003 Theoretical and

Applied Social Psychology

20

11

Level 6 – Choose one module from Block 1 and one module from Block 2

Block 1


Code


Code


C 6PS006 Psychology of Criminal Behaviour

20 O 6PS003 Clinical Psychology 20

OR

O 6PS005 Lifespan Development and Learning

20

OR

O 6PS009 Cognitive and Individual Differences

20

Block 2




O 6PS012 Cyberpsychology 20 C 6PS019 Psychology and

Employment

20

OR

O 6PS017 Intellectual Developmental

Disabilities

20

OR

O 6PS015 Applications of Health

Psychology

20

Block 3 Semester 1 Semester 2 Module

Code Module Title Credits Module Code Module Title Credits

C 6PS014 Psychology Research

Project

20 C 6PS014 Psychology

Research Project

20

This reflects our entire portfolio of modules. As these are in line with the research interests of staff they are subject to alteration. All of the specified courses will entitle students to Graduate Basis for Chartered Membership (GBC) with the British Psychological Society (BPS). Deviation from these courses may result in the loss of GBC and must be discussed either with your personal tutor or Course Leader. GBC will only be available if you achieve at least a lower second-class (2:2) degree award and pass the psychology research project modules in level 6. Level 4

4PS001 Bad Science Credit Value 20 Credits

Module Leader Dr Danny Hinton

12

Email [email protected]

Module Description This module is designed to provide students with an understanding of the scientific process in psychology, including the collection, analysis and reporting of data. Heavy use will be made of examples of problematic practice, including the over-interpretation of results, poor reporting practices, etc. Students will learn to critically assess the evidence underlying scientific claims.

On completion of this module, you should be able to:

1. To gain an understanding of the processes of generating hypotheses, collecting and interpreting data. 2. To develop rudimentary skills required to design, conduct and report scientific psychological investigations. 3. To identify how poorly executed or poorly reported science can misinform public policy.

Assessment 1 Work plan (20%) Portfolio (80%) Assessment 2

4PS002 Historical and Contextual Themes in Theoretical Psychology

Credit Value 20 Credits

Module Leader Dr Satvinder Purewal Email [email protected]

Module Description The aim of the module is to provide important preparatory work towards the core modules at 5th level that meet the BPS requirements for graduate basis for registration as a psychologist. This includes exploring the development of psychology as a discipline, completing a presentation, and working as group. It is the aim of this module to familiarise students with the philosophical and theoretical development of psychology as a discipline. Students will have opportunity to learn about and engage with key debates in psychology, with the aim of understanding how these have developed and how they impact on contemporary psychology. It is also the aim of this module for students to gain familiarity with some of the influential figures in psychology and the impact they have had.


1. Demonstrate knowledge and understanding of cultural, philosophical, and historical development of psychology. 2. Be able to compare and contrast the key perspectives in psychology 3. To work as a group to prepare and produce a presentation.

Assessment 1 Presentation (100%)

Assessment 2

4PS003 Introduction to Research Methods in Psychology - Basic Credit Value 20 Credits

Module Leader Dr Tom Mercer

Email [email protected] Module Description Whether we know it or not, statistics and science inform every part

of our lives. From political debate to examining the effectiveness of drug therapies, the accurate and appropriate analysis of data is of crucial importance. This module is designed to provide students with an introduction of the research methods used in psychology and how they are used more widely. Many of the skills mastered in this module will have value in the workplace and also enable the individual to be able to question how both research and the use of




13

statistics impacts upon our daily lives. We will examine the nature of research and consider a variety of research tools from both a quantitative and qualitative perspective and it is anticipated that by the end of the module students will be able to use an appropriate piece of statistical software and have the knowledge to be able to report basic experimental findings. This module forms the first step towards preparing students for their final year projects and becoming independent researchers.


1. Students will develop basic skills in the academic approach to critical reading and an understanding of relevant psychological literatures by undertaking an analysis of published work which will enable them to discriminate between various approaches to research within psychology 2. To be able to organise and integrate knowledge specific to psychological research methods 3. To be able to communicate research findings in an appropriate format. 4:Fostering of an ethical approach to research especially within the context of community

Assessment 1 Coursework (30%) Assessment 2 Report (70%)

4PS004 Themes and Practice in Psychology


Module Leader Debbie Stevens-Gill Email [email protected]

Module Description The BPS requires that students engage with learning the Conceptual and Historical Issues in Psychology as well as the Application and Perspectives of the identified areas of Psychology. This module will provide support, guidance and supplementary activity to assist students through these key areas at this introductory level. This module will also cover important preparatory work towards the core modules at 5th level that meet the BPS requirements for graduate basis for registration as a psychologist. This module will also give those students on a specialist psychology route the opportunity to focus their attentions more directly into these areas and see how the application of the introductory modules materials relate to their specialist route.


1. The ability to discuss and debate key events and the role of key figures in psychology 2. To be able to write reflectively about themes and practices within the different fields of psychology

Assessment 1 Literature review (40%) Assessment 2 Essay (60%)

4PS005 Introduction to Research Methods in Psychology- Intermediate

Credit Value 20 Credits Module Leader Dr Chris Fullwood


Module Description The principal aims of this module are to further prepare you for your final year project and support you in becoming independent researchers. This module continues on from 4PS003 (Research Methods in Psychology: Basic) and will provide you with a



14

grounding in the use of inferential statistics and qualitative methods in Psychology. We will consider a variety of research tools from both quantitative and qualitative perspectives. It is anticipated that by the end of the module you will be able to select appropriate statistical tests for your data; carry out statistical analyses using SPSS; interpret statistical output obtained from SPSS; and report experimental findings in an appropriate fashion. You will also receive instruction in the use of a variety of qualitative techniques, including: interview techniques, organising and running focus groups, collecting observational data and conducting a thematic analysis. You will be able to acquire a broader understanding of the variety of qualitative techniques at your disposal as well as the appropriate contexts in which to apply these techniques.


1) Organise, appraise and utilise knowledge specific to psychological research methods. 2) Communicate research findings in an appropriate format. 3) Perform and interpret statistical analyses appropriately. 4) Understand differences between various qualitative approaches and the most appropriate research contexts in which these may be applied.

Assessment 1 Report (50%)

Assessment 2 Exam (50%)

4PS006 Introduction to Historical and Conceptual Issues in Applied

Psychology Credit Value 20 Credits

Module Leader Dr Caroline Wesson

Email [email protected] Module Description Psychology, from its beginnings as a discipline, has always been

an applied science. It helps us to make sense of our world by enabling us to explain how we interact with our environments and how this interaction has potentially impacted upon us biologically. You will have already considered the broad theoretical aspects of psychology in 4PS002 and we will now explore how psychology has evolved into more focused areas of application. This module is designed to provide students with an introduction to a variety of areas of applied psychology. Building upon knowledge gained in Introduction to Historical and Contextual Themes in Theoretical Psychology, this module will guide students through the more recent historical development of psychology as an applied science. For each area of applied psychology covered, students will learn about the historical development, key concepts and theories, and how applied work in these areas can benefit society. You will consider areas of previous study, such as Cognitive, Developmental, Social and Biological Psychology are follow their evolution into recognised areas of applied psychology. This module will feed directly into further study of specialist modules in psychology, primarily those at level 6


1. Demonstrate knowledge of the historical development of key areas in applied psychology. 2. Develop an analytical understanding of the contribution of applied psychology to society. 3. Demonstrate an ability to appraise key concepts and theories in


15

applied psychology


Assessment 2 Level 5

5PS001 Cognitive Psychology

Credit Value 20 Credits Module Leader Dr Tom Mercer

Email [email protected] Module Description This module aims to allow students to develop an awareness of

theory and research methods in cognitive psychology. It will explore specific theories of cognitive function in two main research areas: 1) everyday activities (such as having a conversation or remembering an appointment) and 2) complex dynamic contexts (such as air traffic control or planning a conference). A range of research techniques applied in these areas will be introduced. These aims will be achieved by considering selected topics in more detail, relating them to relevant case studies and placing them in context with empirical work.


1. Evaluate key concepts of cognitive psychology. 2. Apply theories of cognitive psychology to explain human behaviour in everyday and more complex dynamic contexts. 3. Integrate presented information with relevant theories of cognitive psychology.

Assessment 1 Coursework (30%)

Assessment 2 Examination (70%)

5PS002 The Development of Personality and Individual Differences

Credit Value 20 Module Leader Nicola Derrer-Rendall


Module Description The module aims to provide students with an overview of methodological and theoretical approaches in the fields of developmental psychology, lifespan psychology and the study of individual differences. The impact of these methods and theories will be examined in relation to illustrative examples and real world scenarios.


1. Evaluate key concepts in the study of Developmental Psychology, Lifespan Psychology and Individual Differences. 2. Recognise theoretical approaches and associated research methods in Developmental Psychology, Lifespan Psychology and Individual Differences. 3. Relate case studies to appropriate theories to explain how Developmental Psychology, Lifespan Psychology and Individual Differences can account for human behaviour. 4. Organise information into appropriate forms to assist in problem solving in the context of the theories introduced in this module

Assessment 1 Group presentation (25%)

Assessment 2 Case Study (75%)



16

5PS003 Theoretical and Applied Social Psychology


Module Leader Dr Caroline Wesson Email [email protected]

Module Description The aim of this module is to provide the student with an awareness of the core topics and theoretical perspectives in contemporary social psychology, and to consider their application to real world issues.


1. Evaluate some of the major approaches, theories, methods and debates in social psychology. 2. Apply and discuss relevant psychological theory to core areas of social behaviour. 3. Identify some key areas of applied social psychology 4. Analyse psychological problems, and suggest solutions in terms of appropriate theories and methods

Assessment 1 Coursework (40%) Exam (60%)

5PS004 Developing Research Skills in Psychology

Credit Value 20 Credits Module Leader Nicola Derrer-Rendall


Module Description One of the key threads the study of research methods on this course is the advancement of your skills towards being able to work as an ethical independent researcher. This module is a further step in this direction and you will be asked not only to consider ethical constraints upon research, but to also work within a group which will provide you with an increased scope for the application of your skills in research design, execution and analysis. On this module students will apply and enhance research tools which they have accumulated thus far during their course of study. The application of these skills will assisted by a supervisor and students will work largely in groups. You will be required to perform tasks which are in preparation for your final year Individual Project and thus will be required to demonstrate increasing levels of independent research throughout the module. One of the most important criteria for becoming a researcher is the consideration of Ethical issues surrounding research and you will be able to demonstrate this by completing a typical submission document for the consideration of an ethics committee. To do this you will need to consider how to identify research questions through examination of the literature, designing an experiment and how this could be operationalised. The focus of the area of psychology under investigation will be consistent with your award title.


1. Consider complex ethical issues and to comply with professional competencies 2. Apply sophisticated research methods to the identification and examination of an empirical question. 3. Develop independent research skills 4. Present research findings in a scientific manner using appropriate technologies



17

Assessment 1 Professional Conduct (40%)


5PS005 Research Methods in Psychology - Advanced

Credit Value 20 Credits Module Leader Dr Alison Attrill


Module Description This module is designed to equip students with skills in advanced research methods and analysis in psychology. Most of the skills developed in this module will have relevance to the workplace and will also enable the students to understand and evaluate how both research and data analysis relates to everyday life. We will examine a range of advanced research and analysis approaches encompassing both quantitative and qualitative perspectives. By the end of the module students will be have higher level abilities in software based statistical analysis and will have the knowledge to be able to report complex psychological findings. This module forms an important step towards preparing students for their final year projects and becoming independent researchers


1. Students will develop advanced skills in the critical reading and analysis of published work which will enable them to discriminate between various approaches to research • 2. To analyse and interpret psychological data • 3. To be able to communicate research findings in an appropriate format. 4. A key skill will be the fostering of an ethical approach to research especially within the context of community


Assessment 2 Examination (30%)

5PS006 Psychobiology Credit Value 20 Credits

Module Leader Dr Niall Galbraith

Email [email protected] Module Description This module is designed to equip students with knowledge of the

biological underpinnings of psychological processes and behaviour. The topic areas to be covered will include, the psycho-biology of language, aggression, sexual jealousy, memory, the polygraph, sleep, brain imaging, split brain studies, psychopharmacology, mental health difficulties. The content of this module will link closely with that of Development of Personality and Individual Differences and Cognitive Psychology.


• The ability to make use of information by supplementing lecture notes with appropriate reading and group work • The ability to communicate effectively through written and online presentation of psychological theory • The ability to evaluate viewpoints and concepts within biological psychology • Be able to apply evidence from a biological perspective to the understanding of behaviour

Assessment 1 Coursework (60%) Assessment 2 Examination (40%)



18

Level 6

6PS003 Clinical Psychology Credit Value 20 Credits

Module Leader Dr Abigail Taiwo Email [email protected]

Module Description This module is designed to provide students with a foundation in the theory and practice of psychology in clinical settings, introducing issues in philosophy, assessment, formulation and treatment. Much of the material presented will take a critical view of clinical psychology both now and historically, and a range of non-standard interventions will be evaluated.


• To gain a critical understanding of the range of psychological problems encountered in clinical practice. • To formulate clinical problems in appropriate psychological terms. • To gain a basic understanding of the applicability of various psychological therapies and other treatments to the range of psychological problems covered.

Assessment 1 Case Study (100%)

Assessment 2

6PS005 Lifespan Development and Learning

Credit Value 20 Credits Module Leader Dr Josephine Chen-Wilson

Email [email protected] Module Description This module is designed to provide students with an opportunity to

explore applications of psychological theories and methodologies to learning contexts. The module content covers a range of topics, from motivation, development of cognition, learning difficulties to pedagogy. From a lifespan perspective, students are encouraged to consider the impacts of changes in individuals’ information processing and training needs on their learning behaviour throughout lifespan.


• To appraise the contributions of current psychological theories and methodologies to the ideas of lifespan development and lifelong learning • To apply psychological knowledge and skills in problembased learning • To design an informed educational provision/service that would enrich individuals’ learning and development

Assessment 1 Proposal (70%) Assessment 2 Report (30%)

6PS006 Psychology of Criminal Behaviour Credit Value 20 Credits

Module Leader Dr Coral Dando Email [email protected]

Module Description The aim of this module is to provide students with the core knowledge and understanding of the application of psychology to explaining criminal behaviour. The module content covers a variety of topics, from crime and criminal actions, to criminal profiling, through to the application of psychology in the courtroom.




19


1. Apply theories of psychology to explain criminal behaviour 2. Critically evaluate psychological explanations of criminal

behaviour 3. Contextualise applications of criminal behaviour in

psychology 4. Organise psychological literature and related material into a

coherent whole

Assessment 1 Presentation (40%) Assessment 2 Exam (60%)

6PS009 Cognition and Individual Differences

Credit Value 20 credits

Module Leader Dr Tom Mercer Email [email protected]

Module Description Cognitive science aims to understand the innermost workings of the human mind. This is a highly challenging task, but since the 1950s cognitive psychologists have made great progress in understanding a variety of mental processes. This course addresses some of the latest advances within cognitive psychology, with a particular emphasis on individual differences. By referring to cutting edge research and the latest theories, this module explores how cognitive processes differ from person to person, and how they influence real world behaviour.


1. To engage with the primary literature and demonstrate an in depth understanding of the area. 2. To critically evaluate contemporary theories and debates in topics relating to cognition and individual differences. 3. To critically evaluate research within the topic of cognition and individual differences.



6PS010 Applications of Counselling Psychology

Credit Value 20 Credits Module Leader Dr Lamprini Magiorou

Email Module Description This module is designed to provide students with an overview of

current issues in Counselling Psychology in particular the debates around ethics, theory and practice. The focus will be upon developing a critical understanding of these current debates and controversies in order to become knowledgeable and enterprising in the field. The module will enable students to develop their own core model of Counselling Psychology. They will work towards integrating theory, research, practice and ethics within their personal development in preparation for working within the applied field of Counselling Psychology


1. Integrate ethical, theoretical and research issues in relation to the profession of counselling psychology.

2. Critically apply their integrated knowledge of theory, ethics and research to an area of practice in counselling psychology. Critically evaluate the development of their understanding of the discipline of counselling psychology


20

Assessment 1 Case formulation (40%)

Assessment 2 Essay (60%)

6PS012 Cyberpsychology

Credit Value 20 Credits Module Leader 20 Credits Module Leader Dr Chris Fullwood


Module Description There is an ever-increasing reliance on technology in the modern world. Technological developments present us with new and exciting opportunities for making our lives more comfortable, safe, easy and fun. However, emerging technologies can also hinder our interactions with others and the world around us. This module aims to better understand the psychological impact of engaging with the Internet and consider both the positive and negative aspects of being online. The module aims to promote an in-depth understanding of how humans interact with technology and in online environments. This module will cover diverse aspects of the interaction between the individual and the Internet; including the manner in which being online affects how we present ourselves to and communicate with others, how language has evolved in the online world and the manner in which relationships are formed in cyberspace. This module will build upon issues raised during level 5, especially in the applied social psychology module


1) Demonstrate knowledge of key Cyber-psychological theory. 2) Appraise and apply theory from a range of disciplines to explain human behaviour in the online world. 3) Critically evaluate the role of the Internet in human lives. 4) Present and articulate research findings effectively, concisely and professionally



6PS014 Psychology Individual Project

Credit Value 40 Credits Module Leader Dr. Richard Darby

Email [email protected] Module Description This module provides an opportunity to engage in a piece of

research chosen, with a supervisor’s guidance, by the student as an independent piece of work that employs the skills that have been acquired during two years of psychology study. During the course of this individual piece of research the student will develop or refine the skills needed to design an ethically and methodologically sound piece of empirical research; execute a literature search for relevant published material; analyse the data collected and write a report on this that will include a critical appraisal of both the extant literature and one’s own findings.


• To design an ethically and methodologically sound piece of empirical research • To execute a literature search for relevant published material • To analyse the data collected and write a report on this that will include a critical appraisal of both the extant literature and one’s own findings • To write a short reflexive piece identifying the lessons, both positive and negative, that have been



21

learned from this process.


Assessment 2 Project (80%)

6PS015 Applications of Health Psychology Credit Value 20 Credits

Module Leader Dr Niall Galbraith

Email [email protected] Module Description This level 6 module is designed to provide students with a good

foundation in Health Psychology theory and practice. The syllabus of this module includes coverage of models of health and illness, applications of health psychology, and critical health psychology. The level 6 module will provide students with basic skills and knowledge in preparing them for a career in health psychology-related areas.


be able to apply theories and research in health psychology across a broad range of topics. o critically evaluate theories and research in health psychology across a broad field



6PS017 Intellectual and Developmental Disabilities

Credit Value 20 Credits Module Leader Dr Darren Chadwick

Email [email protected] Module Description This module aims to provide you with an introduction to some of

the contemporary psychological perspectives and societal issues for people with intellectual and developmental disabilities. In this module you will describe, discuss and critically evaluate the perspectives and research work carried out into these issues. In sessions you will be taught about and discuss areas including definition of intellectual disabilities, service delivery, complex support needs, profound and multiple impairments, social and community inclusion, interpersonal relationships, communication, mental and physical health, ageing, and human rights



6PS019 Psychology of Employment

Credit Value 20 Credits Module Leader Debbie Stevens-Gill


Module Description This module aims to introduce you to many aspects of employment and the psychological aspects of work. You will be encouraged to develop key skills in searching, selecting and applying for appropriate jobs as well as gaining vital knowledge regarding the interview and selection process for employment. You are encouraged to reflect on your time and experience as students and to develop plans to help you achieve your ambitions in the world of work. During this module you will draw on all of the learning experience on the current programme with the view of orienting




22

yourself towards your chosen career and your personal and professional development. More specifically, you will focus on the development and expansion of your ePDPs and review the skills which have evolved during your studies. There will then be sessions which will encourage the translation of these academic skills into employability skills. There will also be a focus on the psychological theory and practice with regards to selection, with an emphasis on aspects such as interpersonal communication, non-verbal cues and impressions formation. This process will build upon the module content of 5PS003: Theoretical and Applied Social Psychology


Assessment 2 Groupwork (70%)

About the Course This Guide outlines the modules which are available, teaching and learning activities and assessment tasks. If there is anything you need to discuss further, please contact Dr Caroline Wesson (undergraduate course leader) [email protected] The educational aims of the course are:

To provide students with a deep understanding of the applications of psychology and how these interact with our day to day lives.

To examine various philosophical approaches to psychology and through this to understand the complexities of human nature.

To appreciate how these skills developed in an academic setting are transferable to employment.

To equip you with the knowledge of theoretical issues involved in the study of psychology including principles of research design, a variety of methodologies and data analysis.

The course learning outcomes are:

Certificate in Higher Education

At the end of level 4 you, the student, will be able to:

1. Demonstrate knowledge of the underlying concepts and principles associated with your area(s) of study, and an ability to evaluate and interpret these within the context of that area of study

2. Demonstrate an ability to present, evaluate and interpret qualitative and quantitative data, in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of your subject(s) of study.


23

3. Evaluate the appropriateness of different approaches to solving problems related to your area(s) of study and/or work

4. Communicate the results of your study/work accurately and reliably, and with structured and coherent arguments

5. Demonstrate the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility

Diploma in Higher Education


1. Demonstrate knowledge and critical understanding of the well-established principles of your area(s) of study, and of the way in which those principles have developed with an understanding of the limits of your knowledge, and how this influences analyses and interpretations based on that knowledge.

2. Demonstrate the ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context

3. Demonstrate knowledge of the main methods of enquiry in the subject(s) relevant to the named award, and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study

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

5. 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

6. Demonstrate the qualities and transferable skills necessary for employment, requiring the exercise of personal responsibility and decision-making and undertake further training, developing existing skills and acquire new competences that will enable them to assume significant responsibility within organisations.

BSc Non-Honours Degree

At the completion of 60 level 6 credits you, the student, will be able to:

1. Demonstrate a systematic understanding of key aspects of your field of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a discipline with an appreciation of the uncertainty, ambiguity and limits of knowledge

2. Demonstrate an ability to deploy accurately established techniques of analysis and enquiry within a discipline and apply the methods and techniques that they have learned to review, consolidate, extend and apply your knowledge and understanding, and to initiate and carry out projects.

24

3. Demonstrate conceptual understanding that enables the student:

to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline

to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline

4. Demonstrate the ability to manage your own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to the discipline) and communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

5. Critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem

6. Demonstrate the qualities and transferable skills necessary for employment requiring:

the exercise of initiative and personal responsibility

decision-making in complex and unpredictable contexts

the learning ability needed to undertake appropriate further training of a professional or equivalent nature.

BSc Honours Degree


1. Demonstrate a knowledge and critical understanding of a wide range of psychological perspectives which facilitate the application of theory to the explanation of behaviours.

2. Identify specific behavioural questions and to position these into an appropriate research framework.

3. Apply relevant technologies to both the investigation of psychological perspectives and the communication of their findings

4. To communicate ideas and findings using a diverse set of platforms, both technological and otherwise.

5. Apply critical skills to both scientific claims as well as those experienced in a broader context.

6. Appreciate the complexity of the individual and to critically understand why differences between individuals occur and how these affect aspects of both community and society.

By the end of this course you will be excellently placed to follow your chosen path, whether this is into either a professional career as a psychologist or further studies. These will be achieved through the following learning activities: Class room based activities, small group work, independent study, e-learning, problem based learning, online collaboration, and personal development planning. You will receive regular feedback on your work, and there will be opportunities for you to engage in online

25

tasks and mock tests to enable you to monitor your own progress. Throughout the degree there is a strong emphasis on employability, and you will be encouraged to recognise how your newly acquired skills will translate into the work place. You will have the opportunity to meet and review your progress regularly with your personal tutor. You will have opportunity to engage with research and explore psychology as an academic and applied discipline. The course is accredited, endorsed or approved (depending on the professional body requirements) by the British Psychological Society. All of the specified courses will entitle students to Graduate Basis for Chartered Membership (GBC) with the British Psychological Society (BPS). Deviation from these courses may result in the loss of GBC and must be discussed either with your personal tutor or Course Leader. GBC will only be available if you achieve at least a lower second class (2:2) degree award and pass the psychology research project modules in level 6

Contact Hours At University, the term ‘contact hours’ is used very broadly to refer to the amount of time that you spend learning in contact with teaching or associated staff, when studying for a particular course. This time provides you with support in developing your subject knowledge and skills, and provides opportunities to develop and reflect on your own, independent learning. Contact time on this course will be based on your interaction with staff in some or all of the following situations: lectures, seminars, tutorials, demonstrations, practical classes and workshops, project supervisions, fieldwork, external visits, one-to-one sessions and discussions, interaction by email and other electronic or virtual media and situations where feedback is given on assessed work. During your study this interaction takes place with academic (teaching and research) staff, teaching assistants, technical and specialist support staff, employers and others. Alongside contact time, private and independent study is therefore very significant. This is the time that you spend learning without direct supervision from, or contact with, a member of staff. Your independent study time will include background reading, preparation for seminars or tutorials, follow-up work, wider practice, the completion of assignments, revision and others.

University Academic Calendar University Academic Calendar.

Timetables Timetabling information is available to you through the following:

1. Using the teaching timetable where you can search for and view all modules online at www.wlv.ac.uk/timetable .

2. Once you have completed your module registration, a more personalised timetable showing only those modules which you are studying will be available for you to view through your e:Vision page.

3. For more general information about timetabling and teaching rooms use the Central Timetabling Unit webpages at www.wlv.ac.uk/ctu.


http://www.wlv.ac.uk/timetable

http://www.wlv.ac.uk/ctu

26

Student Voice The Student Voice is a partnership between the University and the Students’ Union, put in place to make sure students opinions/feedback are heard at every level of university governance, from course level to the University’s governing body. The main positions within the Student Voice are Course Reps, who are volunteer students on every course. They have meetings with lecturers on a regular basis, highlighting both positive and negative feedback to Heads of Department or lecturers within their course. Faculty Reps are elected during the Spring Elections and have meetings with Senior Management within their Faculty. They are an essential link between Course Reps, the Students’ Union and management within each Faculty. To find your Faculty Rep: Faculty Representatives If you ever wanted to get involved with the student voice, or need more information please contact the Engagement Team in the Students’ Union – Student Voice For independent advice and guidance on all matters related to being a student eg. academic, finance, and housing issues, contact the Students’ Union’s Advice and Support Centre by telephone or e-mail Advice and Support.

Responding to Student Feedback “You said/We did” ‘As a result of student feedback we have made the following improvements/changes to this course’ Provided additional SPSS seminars to support our research methods modules Incorporated exam support workshops on relevant modules Made available the opportunity to progress to an MSci award directly from the BSc award’.

Student Charter The University’s Student Charter has been developed primarily by the Students’ Union and informed by student views. The Charter is not a contract, nor is it intended to be legally binding; it is a set of shared expectations which establishes the values and standards we are seeking to promote across all of our learning community. The Charter seeks to apply to all students on all courses and reflect our normal expectations of your experience at University. On occasions different types of study and interactions will mean necessary variations from time to time. However, what is important to us is that, whatever you are studying, your experience is a great one.

Engagement The University recognises that you have made a significant investment in both time and money in choosing to study for a degree. The University is committed to helping you fulfil your potential. Your engagement with the study materials, and participation in the sessions, activities and assessment tasks are very important in ensuring that you are able to do so. Your engagement will help you to: 1. Understand the subject area you are studying; 2. Acquire and develop the skills and knowledge needed to ensure success; 3. Prepare for assessment tasks; 4. Learn from and with your fellow students; 5. Receive feedback from your tutors on your progress; 6. Fully participate in sessions, forums, seminars and other activities; 7. Develop your communication skills.

http://www.wolvesunion.org/student_voice/

http://www.wolvesunion.org/student_voice/

http://www.wolvesunion.org/voice/

http://www.wolvesunion.org/adviceandsupport/

http://www.wlv.ac.uk/media/departments/marketing-and-communications/documents/Standard-Student-Charter-201415-Final-V-2.pdf

27

If you are unable to participate in any of the activities or sessions please let your tutor know that you are unable to do so. He/she will then be able to give you advice on what was dealt with during the session or activity, and what you need to do to catch up. Please do remember how important engagement and participation is to your success. You may be required to sign an attendance register at lectures so that we may monitor engagement. You are encouraged to engage with the University’s Virtual Learning Environment (VLE) and Student Management System, further details of how to access these can be found here. Contact time with teaching and associated staff is available to help shape and guide your studies. The term 'contact hours' refers to the amount of time that you spend learning in contact with teaching or associated staff, when studying your chosen course. The number of contact hours on a course is influenced by the subject, as well as how and where you are studying. Academic staff should make it clear how many hours contact time you should receive, and what these hours are at the beginning of the course/module.

The Wolverhampton Graduate The experience of studying at University is about much more than just gaining knowledge and understanding of a subject(s), it is also about developing additional skills and capabilities that you can take with you into a wide range of different settings. Sometimes it can be difficult to explain to others what you have done and achieved. The following Graduate Attributes will help you think about the knowledge and skills you have gained and how these can be presented to prospective employers and/or other interested parties. This is not an exhaustive list and you will need to reflect on what you can personally demonstrate that is appropriate for different settings and contexts such as job interviews. You will also have formed your own opinion about what going to university means to you and how you think you have developed. While at university you will have the opportunity to:

1. acquire, generate, interrogate and apply knowledge from a wide range of

sources,

2. develop research skills to enable analysis , synthesis, understanding and

evaluation of data and information.

3. demonstrate self-discipline and organizational skills by meeting deadlines, and

taking responsibility for your own development and learning

4. present ideas clearly in an informed and persuasive manner to a variety of

audiences.

5. be innovative, creative and enterprising work collaboratively, whilst

acknowledging, respecting and engaging with the views of others in a

constructive and empathetic manner

6. draw on professional advice and feedback to reflect on and improve your own

learning and professional practice;

7. prepare for the world of work through engagement with real life situations, briefs

and problems

8. engage with new ideas and ways of working as an active member of the

communities in which you study, live and work.

http://www.wlv.ac.uk/distance

28

External Examiners Dr Steven Brown, University of Aberdeen Prof. Tom Ormerod, University of Sussex External Examiners play a key role in helping the University to ensure that our standards are comparable with other institutions in the sector and are consistent over the years and that our assessment processes and regulations treat all students fairly and equitably. It is not part of their remit to communicate with individual students (it is to be noted that students are given access to External Examiner reports in their entirety via the Modules and Programmes page on e-vision in line with the HEFCE Publication 06/45 and some students may have the opportunity to meet with externals if they visit placement areas or attend for planned meetings or assessment). Students are therefore reminded that they must not make direct contact with External Examiners in respect of their assessed work or performance. Any student issues should be relayed either directly to the Module or Course Leader.

Academic Regulations This course follows the University’s academic regulations. A full version of these regulations can be found on the University web page for Policies and Regulations. These regulations govern your course and will be binding on you. It is, therefore, important that you read and become familiar with them. If you have any questions regarding the regulations you should raise your query by logging an e:Vision Helpdesk call.

Exam Regulations The University also have regulations that specifically cover examinations. Examination Regulations

The maximum period over which an award may be studied is detailed in the regulations appropriate to your course. Typically these are:

Undergraduate Honours Degrees Full Time Students Normal Maximum Honours Degree 3 years 5 years

Degree 3 years 5 years

Part Time Students Normal Maximum

Honours Degree 5 years 8 years Degree 4 years 8 years

Please be aware that to be eligible to continue on your course you must pass at least one module in your first year of study. The above maximum registration periods do not include time away from study approved under Leave of Absence procedure (see below)

Course Information Each year three prizes are awarded at graduation. These are the Bearnice McCaully prize for the best final year project in psychology, The British Psychological Society prize for the





29

student with the highest grade point average, and the Mandy Finn prize for the student who is considered to have shown the greatest improvement across the course. Opportunities are available for students to gain valuable research experience. Staff member regularly take on volunteer research assistants, from current undergraduates and recent graduates, to work on research projects. The Institute of Psychology has dedicated facilities and technical support including:

Specialised psychology technicians

An extensively stocked psychometric test library

A social psychology suite with a one-way observation mirror, viewing chamber, remotelyoperated discreet video cameras, plasma screens, plus digital sound reproduction and mixing capabilities – we can produce some of the most up-to-date training videos and DVDs currently available.

Dedicated Psychology testing rooms where students can carry out their own research. These labs are also used for teaching and demonstration purposes, by staff for research and by many of our undergraduate and postgraduate students for their projects.

Reference Points The following reference points are integrated into the course:

QAA subject benchmark statement for psychology http://www.qaa.ac.uk/en/Publications/Documents/Subject-benchmark-statement-Psychology.pdf

British Psychological Society Quality Assurance Policies and Practice for First Qualifications in Psychology (2009)

Blended learning As a student at this University you are entitled to experience the opportunities afforded by blended learning, where traditional learning and teaching is enhanced with the use of a range of technological approaches, such as online and interactive learning resources. These are provided within the University virtual learning environment referred to as WOLF (Wolverhampton On-line Learning Forum) All course information and documentation, including lecture material, will be made available on WOLF with each module having its own dedicated WOLF topic. Here you will be able to access electronic versions of all lecturer produced course documents such as module guides, assessment briefs, lecture handouts and reading lists. As well as allowing tutors to make available any reference material, notes, media and documents related to a subject or module of study, WOLF offers collaborative tools to facilitate discussion among classes and smaller workgroups. Most modules (assessment type depending) require you to submit your assessments online, again via WOLF. You will also receive your assessment feedback electronically here. Online formative assessment opportunities are also embedded throughout the modules on the course. Our main teaching laboratory is focused exclusively on psychology – it has 50 networked audio points, adjustable-height work desks and ceiling-mounted video monitors, so you are always in touch with the debate.

http://www.qaa.ac.uk/en/Publications/Documents/Subject-benchmark-statement-Psychology.pdf

http://www.qaa.ac.uk/en/Publications/Documents/Subject-benchmark-statement-Psychology.pdf

30

Assessment methods During the course you will undertake a range of assessment tasks including: Essays, Literature Reviews, Reports, Presentations, Posters, Case Studies, Exams. There is an emphasis on problem-based learning throughout and many of your assessments will focus on the applications of psychology to real-world issues. Whilst most of the assessments are completed individually some are completed in groups. When completing assessments as part of a group you will be expected to complete a group contract to ensure that all group members are in agreement as to how the group will work together and a group work assessment form, whereby the contribution of each group member is taken into account when allocating individual grades. In your final year of study, all students will undertake an individual project in a relevant area of research, giving you the opportunity to specialise in an area of Psychology that particularly interests you. Support for Learning The Student support website is a useful place to find information about careers, counselling, library services and IT services, to name but a few. All students are allocated a personal tutor who can offer you advice and guidance on a range of issues including those about your course, and any other aspects that affect your study. In order for personal tutoring to be a beneficial and meaningful relationship for you, you need to communicate with your personal tutor. We believe our system of personal tutoring contributes considerably to the success of our students through regular progress reviews and opportunities for careers advice. Module tutors will provide guidance on assessment tasks as well as written and verbal feedback relating to module outcomes. Further support is available through our demonstrators in Psychology and the Graduate Teaching Assistants. Learning Information Services Learning Information Services (http://www.wlv.ac.uk/lib/) and their advisors offer individual support across our four campus learning centres. ASSIST –provides real-time online librarian support Student Advisors The Faculty of Education Health and Wellbeing has student advisors to offer help and advice on a range of issues that may be affecting your studies. Accessible by telephone and e-mail or website Counselling Counselling offers a confidential space in which you can talk to a counsellor about your concerns. Personal appointments are available on all campuses; there is a drop-in service every weekday at City Campus and on online counselling is available via WOLF. Finance The student financial support unit can help students with advice on funds available to students.

31

Student Enabling Centre The student enabling centre provides a comprehensive range of support for D/deaf, Dyslexic and students with disabilities including; screenings and assessments, guidance on gaining financial support, various support services and enabling technologies. Academic study skills are embedded throughout the course, but there is a particular focus on these during your first year of undergraduate study. Examples of the academic study skills workshops we embed into the course are literature reviewing, essay writing and academic referencing. Distinctive features of the course Our philosophy regarding the understanding of psychology is heavily based in research and the empirical evidence that this produces. Being able to consider a particular behaviour and then be able to apply psychological theory to the explanation of this behaviour is an approach which is applied throughout the course. A consequence of this approach means that you will develop the necessary skills to be able to question the reliability of theories, put together a convincing evidence based argument, and critically evaluate the arguments of others. In order to help you achieve this the course is fully integrated with modules supporting and informing one another. The course has been specifically designed with your career in mind. You will be encouraged throughout your studies to engage with the modules and to identify how the learning outcomes transfer into employability skills. At level 6 there is a core module ‘Psychology and Employment’ where students will investigate the psychology of identifying their skills and how these relate to the selection criteria for a particular job.

Personal Tutor When you join the University you will be given a Personal Tutor. This information can be found in your e-vision homepage. Your personal tutor is someone who can offer you guidance and advice, this could be about your course, and any other aspects that affect your study. In order for personal tutoring to be a beneficial and meaningful relationship for you, you need to communicate with your personal tutor.

Academic Misconduct We take pride in the academic integrity of our staff and students but when academic misconduct is suspected the University will take action. The University considers seriously all acts of academic misconduct, which by definition are dishonest and in direct opposition to the values of a learning community. If not challenged, academic misconduct will ultimately devalue our academic standards and undermines the honest efforts on the part of our staff and students.

Academic misconduct includes plagiarism, collusion and cheating and may be deliberate or unintentional. Whatever form it takes, it will be thoroughly investigated and penalties will be applied if proven.

Support for Students The University and the Students’ Union believe that many incidents of academic misconduct can be avoided by increasing students’ knowledge and skill.

A variety of support mechanisms are in place to help students succeed and avoid academic misconduct:

http://www.wlv.ac.uk/study-here/online-distance-learning/study-support/

32

1. Visit the Learning Centre or our study skills support website at www.wlv.ac.uk/skills 2. Download the Students' Union guide to Avoiding Academic Misconduct ("Write

Right") - available from the Student’s Union website: 3. Book a Skype appointment with study skills adviser or join the online chat service

ASSIST - through the Learning Centre “Skills for Learning” website. 4. Contact your personal tutor or module leader.

Remember – there is help available if you need it.

Defining Academic Misconduct

Cheating Cheating is defined as any attempt to gain unfair advantage in an assessment by dishonest means, and includes, for example, all breaches of examination room rules, impersonating another student, falsifying data, and obtaining an examination paper in advance of its authorised release. Cheating attracts the University’s most severe penalties.

Other common examples of cheating would include –

1. Being in possession of “revision notes” during an examination 2. The purchase or commission of assignments from others 3. Theft of other students’ work 4. Prohibited communication during an examination

Plagiarism Plagiarism is the act of taking someone else’s work and passing it off as your own. This includes incorporating either unattributed direct quotation(s) or substantial paraphrasing from the work of another/others. It is important to cite all sources whose work has been drawn on and reference them fully in accordance with the referencing standard used in each academic Faculty.

The most common forms of plagiarism are –

1. Cut or copied and pasted materials from websites 2. Copying the work of another student (past or present) including essays available

through “essay bank” websites – or other data. 3. Copying material from a text book or journal

When you’re using other people’s work or ideas it is important to engage with their work critically. You can quote, paraphrase, summarise or critically review – but you must always provide appropriate references.

Collusion Collusion is when two or more people combine to produce a piece of work for assessment that is passed off as the work of one student alone. The work may be so alike in content, wording and structure that the similarity goes beyond what might have been coincidence. For example – where one student has copied the work of another, or where a joint effort has taken place in producing what should have been an individual effort.

Collusion should not be confused with the normal situation in which students learn from one another, sharing ideas and group work to complete assignments (where this is specifically authorised).

http://www.wlv.ac.uk/skills

http://www.wolvesunion.org/advice/academic/misconduct/

http://www.wlv.ac.uk/lib/contacts/assist.aspx

http://www.wlv.ac.uk/lib/skills-for-learning/

33

Plagiarism Detection In concert with the skills and experiences of academic staff the University will utilise electronic tools such as Turnitin to detect plagiarism. Turnitin is the software currently subscribed to by the University. At Undergraduate level the University will require that all final year projects and dissertations are submitted to Turnitin for analysis. At postgraduate level the University will require that all dissertations (or similar) are submitted to Turnitin for analysis. Students are required, where appropriate, to make a declaration as the authenticity and originality of any submitted piece of work. This declaration also authorises the University to request and require students to provide an electronic version of any submitted assessment for checking work via Turnitin where plagiarism is suspected.

Penalties Where an offence is admitted, or a panel decides that cheating, plagiarism or collusion has occurred, a penalty will be imposed. There is a cumulative range of penalties which will be applied to any continuous period of registration for study with the University. The severity of the penalty will vary according to the nature of the offence and the number of previous offences. Penalties range from failure of the assignment under investigation to exclusion from the University.

Full details about the University's policy on Academic Misconduct, regulations and procedures, investigation of academic misconduct or to make an appeal or a complaint are available on the conductandappeals website.

Anonymous Marking Anonymous marking is the process undertaken to avoid the possibility of bias through the assessment and marking process. To this end, wherever possible, the identity of students should not be apparent to markers and work should only be identified by student number. Where the method of assessment does not allow anonymous marking, (e.g. dissertations, presentations, oral examinations, practical examinations), alternative methods of marking to mitigate the possible effect of bias will be explained to you. When submitting assessments in hard copy, you are asked to use your personalised bar-coded coversheet and ensure that you record only your student number in the header or footer of your piece of work.

http://www.wlv.ac.uk/conductandappeals

34

Where to get help with your course

Student Support If you encounter any issues (personal or academic) the following diagram directs you to the appropriate department or staff member.

Administration queries:

enrolment extensions

extenuating circumstances

Leave of Absence Course transfer, etc

eVision helpdesk or your Student Centre

Academic and Course

related queries

Personal Tutor

Course Leader Head of Department

(by email)

Module related queries

Module guide (on WOLF)

Module Leader

or Tutor

Support for Study Skills

W: www.wlv.ac.uk/skills E: [email protected] T: 01902 32(2385)

IT Problems

W: www.wlv.ac.uk/ITServices

T: 01902 32(2000)

Who to Contact for help when

you are studying on campus

Financial advice

W: www.wlv.ac.uk/moneymatters E: [email protected]

T: 01902 32(1070)

Careers & Employment Centre

W: www.wlv.ac.uk/careers

E: [email protected] T: 01902 32(1414)

Special Needs (Students with disabilities)

Special Needs Tutor

or Student Enabling Centre

W: www.wlv.ac.uk/sec E: [email protected] T: 01902 32(1074)

Personal Issues

Personal Tutor (see eVision for details)

University Counselling

Service W: www.wlv.ac.uk/counselling

E: [email protected]

T: 01902 32(2572)

General queries

eVision helpdesk or your

Student Centre

Independent academic, financial,

international and housing advice Students’ Union Advice and Support

Centre W: www.wolvesunion.org/advice

E: [email protected] T: 01902 32(2038)



http://wolf.wlv.ac.uk/

http://www.wlv.ac.uk/skills


http://www.wlv.ac.uk/ITServices

http://www.wlv.ac.uk/moneymatters


http://www.wlv.ac.uk/careers


http://www.wlv.ac.uk/sec


http://www.wlv.ac.uk/counselling




http://www.wolvesunion.org/advice


35

Extensions, Extenuating Circumstances and Leave of Absence The University wants all students to do their best. You are expected to take responsibility for your own learning and we know students perform best if they participate in all activities associated with their modules. Very occasionally something may happen suddenly which is beyond your control and this will prevent you from attending an examination (or other test) or completing an assessment by the due date. Common reasons for needing additional help are poor health or a death in the family – although other reasons may apply.

Extensions - for some assessments there may be the option to apply for a short term (maximum 7 days) extension if you are experiencing difficulties in completing your work on time. You should apply for the extension via your e:Vision account on or before your assessment date and provide supporting evidence to your Student Centre. On receipt of the evidence your claim will be assessed and you will be notified by e-mail if your extension has been approved and your revised submission date. Further details can be found here.

Extenuating Circumstances – claims for extenuating circumstances are also submitted via your e: Vision account on or before your assessment date and again evidence to support your claim must be provided to your Student Centre. Claims for Extenuating Circumstances tend to be for more serious matters and if your claim is accepted then it enables you to take the assessment at the next available opportunity without penalty. If you have any queries regarding either of these processes then please log a call on the e:Vision helpdesk.

Leave of Absence - in more extreme cases of potential prolonged absence you might consider a temporary leave of absence. Students may temporarily suspend their studies a semester at a time (and up to a maximum of four semesters). You can apply for a Leave of Absence via e:Vision but we would strongly recommend that you get advice from your Personal Tutor, your Student Centre or the Students’ Union, particularly regarding the financial implications, before taking this step.

Taking a Leave of Absence can ensure that you have the time away from your studies you need, but it is important you understand all the implications. There are plenty of people who can advise you before you make your decision: 1. Your Student Centre (either in person or you could log an e:Vision Helpdesk call). 2. The Students’ Union Advice and Support Centre. 3. Student Advisors in your Faculty. 4. Your Personal Tutor. 5. The International Support Team (based in MX Student Centre, City Campus).

Please consider before taking a Leave of Absence 6. If you’re a full-time student, you could consider switching to part-time mode as an

alternative. 7. While on a Leave of Absence you won’t have access to University premises or

resources or participate in any assessment. 8. If you take a Leave of Absence after you have enrolled but before completing your

module, any summative (graded) assessment submitted will be carried forward and will contribute to your assessment result for that module when you return, provided the same assessment requirements remain.








http://www.wolvesunion.org/adviceandsupport/whoweare/

36

Financial impact You should consider the implications of taking a Leave of Absence will have on your funding and finances. On approval of your Leave of Absence you must ensure that you are fully aware of the fee implications on your return to the course, as fees may be due again for the modules that you were studying when the leave of absence was agreed. However, your individual circumstances will affect your right to funding so it is important that you seek advice from the Students’ Union Advice and Support Centre – who will also be able to advise you about the impact of any benefit entitlement. You will not be entitled to Council Tax exemption whilst on a Leave of Absence.

Your tuition fees In accordance with the University’s fee liability policy, you will be liable for any fees due dependent on the date that you officially apply for Leave of Absence. If you are a full-time undergraduate UK student, tuition fees are due as follows: 9. Attendance in Term 1 = 25% of the tuition fee is due. 10. Attendance in Term 2 = 50% of the tuition fee is due. 11. Attendance in Term 3 = 100% of the tuition fee is due. If you are a part-time student, your fee liability is dependent on the number of modules registered in any period. If you are an international student we take into account the fact that you will have paid a non-refundable deposit and your fee liability points will be at the start of the first term and third term (remainder of fee). We recommend you seek guidance on this from the International Student Support team in MX Student Centre.

Health & Safety issues Specific procedures relating to your course will be explained to you during induction and at appropriate points throughout the course. The University can accept no responsibility for any injury sustained through a student's negligence, misuse of equipment or disregard of instructions. You must observe all instructions regarding accident and fire prevention. All accidents must be reported immediately to a member of staff and will be recorded on an accident report form If you have a medical or other condition which may endanger yourself or others in a particular situation you must inform the member of staff present, and also discuss the condition beforehand with the Faculty Enabling Tutor. Fire notices, exits and assembly points are posted in all teaching rooms and around the buildings. Procedures to be observed when the alarm sounds are to leave as quickly as possible in a quiet and orderly manner and to assemble at the appropriate point. Do not attempt to re-enter the building until you are told it is safe to do so. You may need to show your identity card on entry to the building so ensure you have it with at all times.

Health and Wellbeing whilst using your computer As a student you will be using a computer for the majority of your study. The guidelines below are to promote good health and wellbeing in relation to your computer use.

http://www.wlv.ac.uk/study-here/money-matters/how-to-pay/

37

Set-up and space Ensure you have a comfortable working area where you can have adequate space for your keyboard, mouse, monitor or laptop/mobile device and that you are in a comfortable seated position. Try to prevent eye strain by ensuring you have good lighting, adjusting your monitor to prevent glare and by cleaning your monitor regularly. If you are using a laptop for any extended length of time try to use an external mouse to prevent continued use of a laptop mouse pad which can cause strain injuries.

Taking a break You should take regular breaks away from the screen. One to two minutes away every thirty minutes can be most effective, with regular longer breaks every couple of hours. Physically moving away from the screen and working area will also allow for important stretching and increasing circulation as well as reducing eye strain from looking at the screen.

Progression for Further Study Please discuss with your lecturer

Alumni

We're proud of your success. Be proud of your connection with us. Once you complete your studies you will continue to be part of the University of Wolverhampton academic community as one of our ever growing alumni community. The WLV Alumni Association is a university-wide association bringing together Wolverhampton graduates. For further information on Graduation and Alumni please visit our Alumni website.

VERSION OWNER Registry

APPROVED DATE 5 May 2016 APPROVED BY UQEC REVIEW DATE 2016/7

http://www.wlv.ac.uk/alumni