BSc Psychology

This is an optional introductory unit to autism and will cover autism theories, research and culture. The unit will provide an overview of autism from basic science through to biomedical, psychological and social theories, and practical application. It will cover current and emerging themes and practice as well as historical perspectives that have shaped today's understanding of autism.

A neurodivergence affirming perspective will be adopted to promote inclusivity, acceptance and a more in-depth understanding of autism. Multiple elements of the BPS curriculum will be covered including:

• Biological and neuroscientific explanations of autism
• Cognitive neuropsychology and social neuroscience explanations of empathy, sensory perception, motor skills and attention
• Clinical psychology perspectives covering autism features, diagnosis, co-occurring conditions, and experiences across the lifespan
• Socio-cultural issues, race/ethnicity, gender and sex, equality, identity, and ethical issues. 

As autism is heterogenous, individual differences and the impact of the environment will naturally be explored across the topics. The unit will be grounded in research and evidence-based practice and students will learn how different research methods (qualitative and quantitative, including from the fields of psychophysics, clinical, behavioural, and cognitive psychology, and cognitive neuroscience) have contributed to and shaped autism research. The unit will also show how the autism research field has undergone a shift in thinking and application due to changes in historical views and conceptual ideas driven by the advocacy impact from the autism community and their allies.

This unit aims to offer a transformative educational experience in a research-intensive environment and guided by world class experts. The course is co-produced with autistic people and delivered by autistic and non-autistic academics whose research is shaping the latest understanding of autism. The unit will provide an understanding of historical and contemporary perspectives around autism diagnosis, theory and practice and provide an overview of autism from basic science through to biomedical, psychological, cognitive, and social theories. The unit will challenge students to use their knowledge to tackle social, environmental, economic, and health-related real-world problems experienced by autistic people. The unit aims to foster ethically minded, socially responsible graduates by teaching understanding of autism from the perspective of the social model of disability and using a neurodiversity affirming approach. The unit will be delivered using a variety of methods and technologies such as interactive lectures and workshops, board games, synchronous and asynchronous content to encourage students to become independent, active and self-directed learners. 

Interactive Lectures

The unit will run over 12 weeks. There will be 12 x 2-hour in person interactive lectures. These follow a similar format, i.e. the Lecturer will provide information for ±15-20 minutes, which will be followed by an activity. Activities could include (but are not limited to) viewing pre-recorded materials, discussions with other students or staff, completing quizzes or other activities. The last lecture will be a revision lecture to help prepare students for the exam.

Workshops

There will be 3 in-person workshops. Two of the workshops will be dedicated to becoming familiar with the SAQ assessment format and include peer review and reflection activities. One workshop will include playing a board game to become familiar with inertia that many autistic people experience in their daily life.  

Formative MCQs

The lectures are organised into 4 themed modules. To allow students to reflect on their learning, several multiple-choice questions (MCQs, with feedback) will be available at the start and end of each module. It is required to answer these MCQs, but they do not carry any weighting. Instead, they are there to introduce you to themes and concepts at the start of each module and will serve to reinforce understanding of unit material at the end of each module.  

Materials

Lecture content, workshop materials, further reading and digital resources and a monitored discussion board will be available via the unit Canvas site. 

• Recognise the role of diversity and variability in psychological functioning (e.g., across the autistic community and the lifespan of autistic people) and explain how this is part of neural diversity.
• Describe and summarise specialised knowledge at the forefront of autism research.=
• Apply multiple perspectives to exploring autism, recognising that in autism research a range of research methods, theories, evidence and applications are employed. 

• Critically evaluate different perspectives, methods, and theories to solve a broad range of theoretical and real-world issues in relation to autism theory, research methodology, clinical outcomes and support, and the lived experiences of autistic people.
• Explain and review the process of theory development and construct, operationalise and critically evaluate research outcomes, interpretations, and methodologies.
• Apply scientific reasoning and evidence-based analysis to evaluate theories, research, ethical issues, and arguments in autism research.
• Explain the ethics and value of co-production with autistic people on reshaping the research culture.
• Outline the historical and conceptual roots around autism, from the initial description of the concept to current good practices in autism research and recognising the importance of the subjective nature of experience, evaluation and interpretation of research.

• Drawing on relevant theory and practice, to create, answer and review short answer assessment questions, recognising ethical, theoretical, practical and methodological implications. 

• Communicate effectively with different audiences through written, oral and visual means (e.g., peers, academic staff, and people with lived experience).
• Engage professionally and inclusively with others during group assignments and when interacting with unit contributors with lived experience, reflecting on the different dynamics of a team and/or interpersonal relationships translating to more productive outcomes and a safer and supportive environment for autistic people.
• Evaluate personal strengths and weaknesses to identify opportunities for development in both personal (identifying and engaging in a more neurodiversity affirmative approach) and professional contexts (including the application of a neurodiversity affirmative and participatory research and engagement approaches).
• Collaborate inclusively (with peers and people with lived experience) to solve problems and evaluate outcomes (by developing and reviewing assessment materials), valuing a variety of perspectives to reach consensus and incorporating ethical considerations into all aspects of work. 

After the semester 2 exam board, you will receive a grade for each section and cohort level feedback. You will also receive feedback from markers on Part 2 (SAQs).  

Reading lists will be provided through Canvas