BSc Psychology

This unit is divided into four blocks of content all with a different real-word wicked problem to apply psychology to. Block 1 asks the question “How can communities be built to thrive in response to change?”, Block 2 asks the question "Should artificial intelligence think for us?”, Block 3 asks the question “How do I become a Green Psychologist?”, Block 4 asks the question "What does it take to be resilient?”.  

In each block, you will work through solo and group activities in lectures and tutorials that are designed to develop key transferable skills, e.g., written, visual and verbal communication skills, critical thinking skills, and inter- and intra-personal skills such as resilience, effective group work and professionalism. You will be encouraged to actively reflect on your learning development throughout and encouraged to engage in behaviours known to enhance future employability. In addition, you will gain first-hand experience of research in psychology by participating in the student experiment participation scheme (SEPS), collecting credits by participating in a range of research studies being conducted by staff and fellow students.

This unit has been designed to equip you with a skillset for success in further study in Psychology and beyond graduation. This is a compulsory Level 4 unit for the BSc Psychology, as your skill development on this unit is essential practice and preparation for other Level 4 units and the rest of the degree programme. 

The unit aims to provide an understanding of theoretical and empirical literature in psychology, challenging students to apply their knowledge to address social, environmental, economic, and health-related real-world 'Wicked Problems,' and fostering ethically minded, socially responsible graduates. It seeks to develop key graduate skills by engaging students with the theoretical and empirical literature on interpersonal skills, critical thinking, effective (and ineffective) group working, feedback literacy, resilience, and reflection. Additionally, the unit aims to encourage early engagement in career-enhancing behaviours, equipping students with transferable skills to support their ongoing development as confident and highly competent professionals. Teaching will be delivered through a variety of methods and technologies to support students in their transition to university and to encourage them to become independent, active, and self-directed learners. The unit also provides opportunities for students to engage in activities that practice and develop academic and career-enhancing skills, such as working in small groups and teams, interpersonal skills (e.g., leadership, active listening), written and verbal communication (e.g., negotiating and persuading), note-taking, and reflective thinking. Finally, it aims to prepare students for further years of study and professional opportunities by supporting them to develop good practice principles in community building, effective teamwork, participation in psychological research, and reflective practice. 

This unit is split into four blocks, across the whole year, with each block lasting a total of five weeks each (weeks 1-5 and 7-11). Each block will start with an introductory two-hour, in-person lecture, which will introduce the specific wicked problem under focus, and any relevant psychological literature. Over the following four weeks for each block there will be a total of three hours of tutor-led tutorials and three hours of asynchronous self-paced learning, plus a one-hour student-led tutorial. You will be allocated to a small tutorial group, with a dedicated tutor per block. Within each tutorial session, you will work individually and in groups to complete a variety of skill development activities to guide and prepare you for the related formative and summative assessments. Self-paced directed study materials will be available online and organised in weekly modules.  

• Demonstrate awareness of the role of diversity and variability in psychological functioning and its significance.  
• Apply multiple perspectives to psychological issues, recognising that psychology involves a range of research methods, theories, evidence and applications.
• Demonstrate awareness of theoretical and empirical literature in psychology that relates to social, environmental, economic, and health-related real-word ‘Wicked Problems’.  
• Demonstrate awareness of key theories and research relating to interpersonal skills, critical thinking, effective (and ineffective) group working, feedback literacy, resilience, and reflection.  
• Synthesise the literature and evidence-based strategies surrounding effective group work and reflection. 

• Employ, interrelate and systematically analyse different perspectives, methods, and theories to solve a broad range of theoretical and real-world issues.    
• Apply scientific reasoning and evidence-based analysis to evaluate theories, research, ethical issues, and arguments in psychology, to generate a reasoned argument from a particular point of view.  
• Apply psychological knowledge ethically, valuing participatory research, community and peer involvement.  
• Critically evaluate evidence from diverse sources by locating, synthesising, and summarising information to assess its quality and relevance.
• Demonstrate awareness of the principles of participating in psychological research studies. 

• Demonstrate skills through practical activities, including interpersonal skills, critical thinking, effective (and ineffective) group working, feedback literacy, resilience, and reflection.   

• Communicate effectively in group or individual formats including visual, verbal, and written, through conveying ideas in a concise and accurate manner, in line with published psychology literature.  
• Identify the skills that employers value in psychology graduates and related career options capitalising on these skills.  
• Demonstrate awareness of the function and role of artificial intelligence in learning, teaching, and professional practices.  
• Demonstrate professional and inclusive interaction with others, reflecting on the different dynamics of a team and/or interpersonal relationships for more productive outcomes.  
• Demonstrate reflective thinking practise to evaluate and articulate personal strengths and weaknesses to identify opportunities for development in both personal and professional contexts.  
• Develop independent learning strategies through self-reflection to identify skill development and skill needs, to foster life-long learning for the degree journey and future employment opportunities.  
• Plan effectively to manage their learning, reflection, group work and digital literacy.  
• Collaborate inclusively to solve problems and evaluate outcomes, valuing a variety of perspectives to reach consensus and incorporating ethical considerations into all aspects of work, to develop as an ethically minded, socially responsible student.  
• Demonstrate awareness of principles of academic integrity, including how to credit sources of information in order to avoid plagiarism, cite sources, and how to construct a reference list in APA style. 

See Assessment Methods

Relevant reading will be provided at appropriate timepoints.