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COURSE MODULES
PS122 Introduction to Psychology 1 (5 ECTS)
Lecturers: Dr. Ian Stewart, Dr. Sinéad Conneely, Dr. Michael Hogan
Description:This module provides students with an introduction to three key areas of psychology, Learning, Developmental Psychology, and Social Psychology. The areas covered in PS122 can change from year to year, so students are advised to check the School of Psychology website in early September of the year of study to ascertain the exact content for that year. The psychology of learning deals with the processes leading to behavoural change, or the impact that learning has on our perceptions of the world and thus the way we behave. Developmental psychology is concerned with the development of the individual across the lifespan. Finally, Social Psychology is the study of the individual and the way that situation (the environment) and disposition (the person) interact to determine behaviour. Together these three areas of psychology have made major contributions to our understanding of human behaviour.
Module objectives
- To provide a coherent overview of three key areas of psychological enquiry.
- To contribute to our understanding of human behaviour, cognition, motivation and emotion
- To provide foundation knowledge that can facilitate more in-depth understanding later
Learning Objectives
- Students will understand what the Psychology of Learning, Developmental Psychology and Social Psychology and have to say about human behaviour, cognition, emotion and motivation.
- Students will have the ability to apply this understanding to an aspect of human behaviour they find particularly interesting.
- Students will be able to apply acquired knowledge to the kinds of actions they witness each day
- Students will be able to review the literature and summarise it in essay format
Core Text:
- Martin, Carlson & Buskist (2010). Psychology (NUIGalway Edition, Kiran Sarma). Harlow: Pearson
Evaluation
- 1 MCQ (60%) and 1 continuous assessment 1200 word essay (40%)
PS124 Introduction to Psychology 2 (5 ECTS)
Co-ordinator: Dr. Michael Hogan
Lecturers: Dr. Denis O’Hora. Ms. Anne Marie Keane, Dr. Ian Stewart
Description:This module provides students with an introduction to three key areas of psychology, Cognitive Psychology, Biological Psychology, and Personality Psychology. The areas covered in PS124 can change from year to year, so students are advised to check the School of Psychology website in early September of the year of study to ascertain the exact content for that year. Cognitive Psychology is the study of human cognition – the way we perceive, process and respond to the world around us. Biological Psychology is concerned with the biological influences on human emotion and behaviour and the way that biology, psychology and the environment interact to shape human action. Personality Psychology attempts to build up a picture of the individual, based on his/her traits and characteristics, and how these characteristics shape cognition, behaviour and motivation. Together these three areas of psychology, and those covered in PS122, have made major contributions to our understanding of human behaviour.
Module objectives
- To provide a coherent overview of three key areas of psychological enquiry
- To contribute to our understanding of human behaviour, cognition, motivation and emotion
- To provide foundation knowledge that can facilitate more in-depth understanding later.
Learning Objectives
- Students will understand what Cognitive Psychology, Biological Psychology, Personality Psychology have to say about human behaviour, cognition, emotion and motivation.
- Students will have the ability to apply this understanding to an aspect of human behaviour they find particularly interesting.
- Students will be able to apply acquired knowledge to the kinds of actions they witness each day.
- Students will be able to review the literature and summarise it in essay format.
Basic Reading
- Martin, Carlson & Buskist (2010). Psychology (NUIGalway Edition, Kiran Sarma). Harlow:
Evaluation
- 1 MCQ (60%) and 1 continuous assessment 1200 word essay (40%)
PS151 Health Psychology (3 ECTS)
Co-ordinator: Dr. Molly Byrne
Lecturer: Dr. Molly Byrne
Description: Health Psychology is the branch of psychology which focuses particularly on the relationship between psychology and health: it involves the study of the promotion and maintenance of good health, the causes and experience of ill health, and the health care system. The aim of this course is to introduce students to health psychology, including its theoretical models, evidence base and applications.
Module objectives
- To teach the major theoretical models used within health psychology
- To teach practical application of principles of health psychology
- To teach good practitioner – client communication skills
- To examine and evaluate research methods commonly employed in health psychology
Basic Reading
- Morrison, V. & Bennett, P (2009). An Introduction to Health Psychology. 2nd Ed. Pearson/Prentice Hall.
- Ogden, J., (2007). Heath psychology: a textbook (4th edition). Buckingham (England); Open University Press
Evaluation
- 100% Examination: 1.5 hour written exam
PS158 Research in Health (6 ECTS)
Co-ordinator: Dr. Molly Byrne
Lecturer: Dr. Molly Byrne
Description: The aim of the module is to develop the student’s knowledge of research to enable them to design their own health-related research project and to critically appraise the value of published research for clinical practice. The module introduces students to research methods as a set of multiple systematic strategies derived from both the quantitative and qualitative paradigms.
Module objectives
- To highlight the purpose and nature of health-related research
- To train students in both quantitative and qualitative research methods
- To impart skills relevant to writing up a manuscript for publication in a peer reviewed journal
Basic Reading
- DePoy, E. & Gitlin, L.N. (1998) Introduction to Research: Understanding and Applying Multiple Research Strategies (2nd Ed). Mosby, USA.
- Pring, T. (2005). Research Methods in Communication Disorders. London, England: Whurr Publishers.
- Hicks, C. (2005) Research Methods for Clinical Therapists. Churchill Livingstone, London, England. (ISBN 0-443-07430-5)
Evaluation
- 100% Continuous assessment
PS214 Developmental Psychology 1 (5 ECTS)
Lecturers: Dr. Michael Hogan and Dr. Caroline Heary
Description: The history of developmental psychology is reviewed and the main theoretical perspectives and special methodologies employed in the area are examined. The content also includes the psychology of infant development, with particular reference to cognitive development; social and emotional development; moral development and gender development.
Module objectives
- To highlight the importance of a life-span perspective on development
- To encourage awareness of change and growth as ongoing processes
- To acquire familiarity with the ecology of development
- To understand and explain the interaction of biological and environmental influences on development
- To understand factors that contribute to developmental change
- To appreciate and appraise competing perspectives on cognitive and psychosocial development
Basic Reading
- Shaffer, D. & Kipp, K. (2007). Developmental Psychology, Childhood and Adolescence. Wadsworth.
Additional, topic-related reading lists are provided during the course.
Evaluation
One two-hour examination at the end of Semester.
PS219 Research Methods in Psychology (5 ECTS)
Coordinator: Dr. Jane Walsh
Lecturer: Dr. Jane Walsh & Dr. Denis O'Hora
Description: This course focuses on an introduction to research methods including; methods of data collection; reliability and validity of measures; sampling and data measurement. The course also examines some of the different designs employed in psychological research, such as within and between-subject designs. A variety of statistical methods (both parametric and nonparametric) are also covered including Mann-Whitney, t-tests, One-way ANOVA and correlation.
Module objectives
- To provide a good overview of the core statistical methods used in psychological research
- To outline the key research methods used in psychological research
- To clarify the link between the various research techniques and the appropriate statistical methods used to analyse data
- To familiarise students with the APA (American Psychological Association) style of reporting the results of research
Basic Reading
- Howitt, D., & Cramer, D. (2005). An introduction to statistics in psychology. 3rd edition. London: Prentice-Hall.
Evaluation
One two-hour examination at the end of Semester 1.
PS220 Psychology of Learning (5 ECTS)
Lecturer: Dr. Ian Stewart
Description: This module introduces students to theory and empirical research on key processes of learning as understood from a behaviour analytic perspective. It provides definitions of basic behavioural terminology and describes experiments from the history of the experimental analysis of behaviour that illustrate basic behavioural principles. In doing so it traces the evolution of behavioural research, starting with laboratory work with animals using simple classical and operant conditioning paradigms, progressing through increasingly complex behavioural processes and finishing with an examination of modern behaviour analytic investigations into language and higher cognition in humans. The strong scientific tradition of behaviour analysis is emphasized, as evidenced by rigorous measurement of behaviour, precise specification of methods and careful interpretation of outcomes.
Module objectives
Upon completion of this module students should be able to:
- Discuss the differences between a behaviour analytic and a cognitive approach to psychology
- Define basic learning processes and empirical procedures including classical conditioning, operant conditioning, discrimination, generalization, extinction, spontaneous recovery, habituation, reinforcement, punishment, avoidance, shaping, fading, matching-to-sample, schedules of reinforcement
- List and describe key studies demonstrating learning processes and principles
- Describe modern behaviour analytic theory and research on language and cognition in humans including rule governed behaviour, stimulus equivalence and relational frame theory
Basic Reading
- Chance, P. (1998). First Course in Applied Behavior Analysis. Pacific Grove, CA: Brooks/Cole. [ISBN-10: 0534339360]
- Torneke, N. (2010). Learning RFT. Oakland, CA: New Harbinger. [ISBN-10: 1572249064; ISBN-13: 978-1572249066]
Additional Reading
- Catania A. C. (2002). Learning (Interim) 4th Edition. Sloan Publishing. [ISBN-10: 1597380075; ISBN-13: 978-1597380072]
- Baldwin, J.D. & Baldwin, J.I. (2001). Behavior Principles in Everyday Life (4th Edition). NJ: Prentice Hall. [ISBN-10: 0130873764; ISBN-13: 978-0130873767]
Additional, topic-related reading lists of books and papers will be provided online.
Evaluation
One two-hour examination at the end of Semester 1 (85%); Web-based tutorial to be completed at any time during the semester and before the examination (15%).
PS428 Social Psychology (5 ECTS)
Social Psychology PS428 Module & Exam Overview
Module Co-ordinator:Ms. Rachel Carey (r.carey1
nuigalway.ie)
Description: PS428 Social Psychology provides students with an opportunity to examine classic and contemporary theory and research in the field and apply this knowledge to a wide variety of different real-world situations. The course has a dual focus on research and application.
Module objectives and learning outcomes
- Further develop understanding of social psychological theory and research.
How? Attend lectures, read textbook, complete assignment. - Use the course to better understand the world around you.
How? Apply knowledge attained through the module to everyday encounters and experiences, and in the interpretation of events covered in the media. - Develop critical thinking skills.
How? In-class discussion, Assignment 1 (critical evaluation of research) and Assignment 2 (research proposal, based on critical evaluation of research from assignment 1). - Develop breadth and depth of knowledge of topic.
How? Attend class, read textbook, prepare for end of term MCQ!
Core Reading
- Aronson, E., Wilson, T. D., & Akert, R. (2010). Social Psychology (7th Ed.: Global Edition), London: Pearson.LI>
Evaluation
The module is examined by Short Report (30%), Short Proposal (30%), MCQ (25%), module research participation (5%) and research participation for the School (10%).
PS317 History of Psychology & Current Issues (5 ECTS)
Coordinator: Dr. Denis O'Hora
Lecturers: Subject Experts, Denis O'Hora
Description: In the first half of the semester, in which different subject experts will make presentations on selected topics, students are encouraged to consider contemporary issues concerning the science and profession of psychology featured in journals such as The Irish Psychologist, The Psychologist, Monitor on Psychology, and the American Psychologist. Students will be allocated one of these topics, on which they will be required to draft and submit an essay. The remainder of the course traces some of the main developments in the history of psychology. Psychology’s origins in philosophy and physiology are discussed and attention is paid to the emergence of the autonomous, experimentally-based discipline of psychology in the late nineteenth century and the rise of schools of psychology in the early twentieth century.
- Describe a number of current research themes in psychology
- Provide a detailed appreciation of one current research topic in psychology
- Describe the development of psychology during the 20th century
- Provide a detailed appreciation of one theme in 20th century psychology (e.g., behaviourism, the role of women, cognitive science)
Readings
Current IssuesReadings for the current issues section of this module will be prescribed by the subject expert and provided on Blackboard.
History of Psychology
Readings will be prescribed in each lecture. In addition, the following text is recommended:
Benjamin, L. T. (2006). A History of Psychology in Letters (2nd Ed.). Blackwell: Malden, MA.
Evaluation
One essay (50%), and one 1-hour examination (50%) at the end of Semester 1.
PS320 Memory & Cognition (5 ECTS)
Module Co-ordinator: Dr. AnnMarie Groarke
Lecturers: Andrea Gibbons BA, MPsychSc; Dr. Chris Dwyer
Module Objectives: To understand theories, basic structure and processes of selected aspects of cognitive psychology.
Description: In this course students will be introduced to models and theories which seek to understand the nature of human memory, problem solving and the interplay of cognition and emotion.
Learning Outcomes
On completion students will be able to:
- Describe and critically analyse the various theoretical approaches to the study of human memory
- Delineate the characteristics and processes of various memory systems
- Demonstrate the ways in which memory can be distorted, with reference to specific research
- Describe and analyse the various theories of how emotional information is processed
- Discuss the cognitive differences between experts and novices when engaging in problem solving
- Understand how the experimental methodology of cognitive psychology contributes to our understanding of memory, problem solving and emotion.
Basic Reading
Baddeley, A., Eysenck, M.W., & Anderson, M.C. (2009) Memory. Hove: Psychology Press Other readings will be assigned during the course.
Evaluation
One two-hour examination at the end of the semester.
PS321 Developmental Psychology 2 (5 ECTS)
Coordinator:Dr. Caroline Heary
Lecturers: Dr. Caroline Heary and Dr. Michael Hogan
Description: This course is designed to enhance students’ knowledge of key developmental changes and the factors that may underpin such changes. Students are introduced to developmental theories and conceptual frameworks, as well as specific empirical studies that address developmental research questions. Topics to be covered will include examination of the role of parents and peers as socialization agents in children’s development. The development of language and communication skills and the development of a theory of mind will also be addressed. Adolescence as a specific development stage will also be reviewed, as will the psychology of aging.
Module objectives
- To facilitate understanding of developmental trends in key areas of human development
- To help students identify the factors that underpin developmental changes
- To provide insight into the ecology of human development
- To encourage critical analysis of developmental theories and empirical research
- To encourage students to reflect on current issues and controversies in developmental psychology
Basic Reading
- Shaffer, D.R. & Kipp, K. (2007). Developmental psychology: Childhood and adolescence. 7th Ed. Belmont, CA: Wadsworth.
Evaluation
One two-hour examination at the end of Semester 1.
PS322 Health Psychology (5 ECTS)
Module Co-ordinator: Ms Anne Marie Keane BA, MLitt
Description: This course draws on a variety of subfields in psychology to impart an understanding of how psychological factors contribute to and are affected by health, illness, and health care. The course is organised into the following sections: introduction to health psychology and the key models of health and illness; stress and its impact on health and illness, including moderators of the stress experience; health-related behaviour, the factors that influence it and the ability of health-behaviour models to predict it; pain and its management; doctor-patient communication, styles of communication and their impact on patient satisfaction and compliance; and current issues in applied health psychology.
Module objectives
- To highlight the importance of biological, psychological and social factors acting together on health and illness
- To inculcate an understanding of how health beliefs and habits impact on risky behaviour in young people
- To gain an appreciation of the impact of stress and emotions on health and the development of illness
- To understand the nature of pain and the role of psychology in ameliorating the effects of chronic pain
- To appreciate the nature of doctor-patient communication and its potential impact on patient satisfaction and compliance
- To understand fundamental contributions to the field from diverse subfields within psychology while focusing on recent research in specific applied areas
Basic Reading
- Morrison, V. & Bennett, P. (2012). An introduction to health psychology. 3rd edition, London: Pearson/Prentice Hall
Additional, topic-related reading lists are provided during the course.
Evaluation
One two-hour examination at the end of the semester.
PS325 Research Project 1 (5 ECTS)
Co-ordinators: Dr. Anne Marie Groarke & Dr Gerry Molloy
Lecturers: Dr. Anne Marie Groarke, Dr. Gerry Molloy & Dr. Denis O'Hora
Description: Final Year students are required to conduct and report on an original research project that addresses a significant social scientific question. Under supervision, students are required to: conduct a critical review of the literature relevant to the area of study; derive a feasible aim or hypothesis for testing; devise an appropriate test of the aim or hypothesis; conduct the planned study; select and run an appropriate analysis of the data; and report on the results.
Module objectives
Evaluation
Continuous assessment.
PS327 Research Project 2 (10 ECTS)
Co-ordinator: Dr. Anne Marie Groarke & Dr Gerry Molloy
Lecturers: Dr. Anne Marie Groarke, Dr. Gerry Molloy & Dr. Denis O'Hora
Description: Final Year students are required to conduct and report on an original research project that addresses a significant social scientific question. Under supervision, students are required to: conduct a critical review of the literature relevant to the area of study; derive a feasible aim or hypothesis for testing; devise an appropriate test of the aim or hypothesis; conduct the planned study; select and run an appropriate analysis of the data; and report on the results.
Module objectives
Evaluation
Continuous assessment.
PS332 Cognitive Neuropsychology (6 ECTS)
Co-ordinator: Dr. Jennifer Holloway
Lecturers: Prof. Agnes Sheil, Mr. Mark Glennon, Dr. Denis O'Hora, Dr. Brian McGuire & Ms. Ruth McMenamin
Description: Cognitive neuropsychology is an approach for investigating and theorizing about cognitive processes by examining patterns of impairment following brain injury. This module reviews the ways in which neuropsychological data have been used in models and ideas about the nature of brain processes and systems involved in core cognitive (and related) processes including: perception, memory, language and attention. The purpose of this module is to introduce students to cognitive neuropsychology and build on their knowledge from previous modules in cognitive psychology and physiology.
Module objectives
On completion of the module, students should be able to:
- Describe and understand the processes involved in memory, attention, perception and language in human beings
- Describe and understand the consequences for the individual of a neurological or neurosurgical condition
- Describe and understand the processes and relevant issues involved in the rehabilitation of an individual who has experienced a neurological or neurosurgical condition
- Describe, select and administer standardised assessments for neurological or neurosurgical conditions
Basic Reading
- Stirling, J. (2002). Introducing Neuropsychology. Routledge.
Evaluation
- 100% examination.
PS334 Applied Behaviour Analysis (5 ECTS)
Co-ordinator: Dr. Geraldine Leader
Lecturers: Dr. Geraldine Leader
Description: “Applied Behaviour Analysis” (ABA) is the process of systematically applying interventions based upon the principles of learning theory to improve socially significant behaviours. The effectiveness of ABA has been shown in a wide range of areas including education, special education, organizational management, parent training, occupational safety, sports psychology and clinical psychology. While ABA can be used with a wide range of human behaviours, it is often recommended as the best-practice approach for working with people with intellectual disabilities and/or pervasive developmental disorders (e.g., autism). This module provides an introduction to the field of applied behaviour analysis. It will examine the applications of applied behaviour analysis to the field of rehabilitation, education and developmental disorders.
Learning Outcomes
On successful completion of this module students should be able to:
- Understand the theoretical underpinnings of applied behavioural analysis
- Evaluate the principles and procedures of applied behavioural analysis
- Analyse the effectiveness of applied behavioural analysis in education and clinical psychology
- Appraise the effectiveness of early behavioural intervention as a treatment for autism spectrum disorder
Basic Reading
- Miltenberger, R., G. (2004). Behaviour Modification: Principles and procedures, 3rd ed. Belmont, CA: London.
- Cooper, J. O., Heron, T. & Heward, W. (2007). Applied behaviour analysis. Columbus, OH: Merrill.
Evaluation
One 2-hour examination at the end of the Semester.
PS336 Psychology, Society, and Human Values (5 ECTS)
Co-ordinator: Dr. Brian Hughes
Module objectives
Following the module, it is intended that students will be able to:
- Appreciate the role of empirical psychology in shedding light on issues of popular concern to society at large
- Acknowledge the role of cultural and personal values in the discipline of psychology
- Critique the assertions of public and academic commentators on social issues that fall under the purview of psychology
- Evaluate the relationships between psychology and other academic disciplines that consider social issues
Basic Reading
- There is no required textbook for this module. Suitable readings lists relating to the various class exercises will be recommended over the course of the semester.
Evaluation
Continuous assessment, based on in-class participation, participation in online discussion forums, and on three submitted assignments. Submission dates for these assignments will be spread across term and will be dependent, in part, on the number of students enrolled for the module.
PS340 Neuropsychology (6 ECTS)
Co-ordinator: Dr. Sally Doherty
Lecturers: Prof. Agnes Sheil, Mr Marc Glennon, Dr Denis O Hora, Dr. Brian McGuire & Ms. Ruth McMenamin
Description: Cognitive neuropsychology is an approach for investigating and theorizing about cognitive processes by examining patterns of impairment following brain injury. This module reviews the ways in which neuropsychological data have been used in models and ideas about the nature of brain processes and systems involved in core cognitive (and related) processes including: perception, memory, language and attention. The purpose of this module is to introduce students to cognitive neuropsychology and build on their knowledge from previous modules in cognitive psychology and physiology.
Module objectives
On completion of the module, students should be able to:
- Describe and understand the processes involved in memory, attention, perception and language in human beings
- Describe and understand the consequences for the individual of a neurological or neurosurgical condition
- • Describe and understand the processes and relevant issues involved in the rehabilitation of an individual who has experienced a neurological or neurosurgical condition
- Describe, select and administer standardised assessments for neurological or neurosurgical conditions
Basic Reading
- Stirling, J. (2002). Introducing Neuropsychology. Routledge.
Evaluation
- 100% Examination
Introduction to Positive Psychology (5 ECTS)
Co-ordinator: Dr. Michael Hogan
Module objectives
The overall objective of this course is to introduce students to key concepts in the study of well-being and human strengths, and particular applications that are relevant within the clinical, educational, and organisational domains. As a discipline psychology has offered perspectives on well-being for over a century. In this module students are introduced to the emergence of positive psychology as a distinctive field of study and practice. The module affords students the opportunity to study and discuss a number of topic areas relevant to the study of well-being and human strengths, including positive emotional states, positive traits, and positive institutions.
Basic Reading
- Compton, W. C. (2005). An Introduction to Positive Psychology. Thompson, Wadsworth.
Evaluation
- Two multiple choice exams (20% each of module weighting) and essay (60%).
PS403 Biological Psychology (5 ECTS)
Lecturers: Ms. Anne Marie Keane
Description: The aim of this course is to provide students with a good understanding of the biological bases of behaviour from a brain systems perspective. The structure, modes of communication and functions of the nervous system will be reviewed with reference to the following: the biological basis of schizophrenia, the biological rhythms of waking, sleeping and dreaming, and the neural mechanisms of higher level cognitive functions such as language, learning and memory.
Module objectives
- To introduce the relation between brain and cognition and to thus encourage a physiological perspective on psychological function
- To introduce the concept of localized or modular brain function and to then develop the contrasting but nonetheless key concept of distributed brain function with reference to complex disorders of the brain such as Parkinson's disease and schizophrenia
- To impart to students the distinct roles and contributions of the various brain systems that collectively mediate higher level cognitive functions (e.g., language, learning and memory) and also waking, sleeping and dreaming.
- To encourage students to think in a critically evaluative way about empirical research in the biological psychology field.
Basic Reading
Carlson, Neil R. (2007). Foundations of Physiological Psychology, 7th Edition. Boston: Pearson / Allyn & Bacon.
Additional topic-related reading lists are provided during the course.
Evaluation
One two-hour examination at the end of Semester 2.
PS405 Advanced Research Methods in Psychology (5 ECTS)
Module Coordinator: Dr. Jane Walsh
Description: This course focuses on methodological issues that arise in psychological research, such as demand characteristics, ethical considerations and experimental control. The application of a number of advanced statistical methods to research designs is also covered (e.g., factorial analysis of variance and multiple regression). The course will also provide an advanced course in SPSS, examined by an in-house exam.
Module objectives
- To develop an understanding of advanced statistical methods used in psychological research
- To be able to evaluate the link between research methods used in psychological research and the appropriate statistical methods used to analyse data
- To develop skills needed to set up a database and analyse the data using SPSS
- To be proficient in reporting the results of research using APA (American Psychological Association) style
Learning Outcomes
At the end of the module students should be able to:
- Identify the pertinent questions to consider when developing the methodology for your research proposal.
- Describe the components that should be dealt with in the methodology section of your research proposal
- Identify the appropriate statistical test to analyse a given set of data/research design
- Compute a series of statistical tests on SPSS when given a set of data
- Interpret SPSS printouts
- Prepare and present a set of results APA style
Basic Reading
- Howitt, D., & Cramer, D. (2011). An introduction to statistics in psychology (5th ed.). London: Prentice Hall.
- Howitt, D., & Cramer, D. (2008). Introduction to SPSS in Psychology: For version 16 and earlier (4th ed.). London: Prentice Hall.
Recommended Reading
- Tabachnick, B.G., & Fidell, L.S. (2007). Using multivariate statistics (5th ed.). Boston: Pearson.
Evaluation
Three continuous assessment assignments (25% in total of overall mark).
An SPSS in-house exam (25% of overall mark).
One two-hour examination at the end of Semester (50% of overall mark).
PS427 Forensic, Abnormal & Clinical (5 ECTS)
Lecturers: Dr. John Bogue (Coordinator), Dr. Brian McGuire, Dr. Kiran Sarma
Description: The purpose of this course is to introduce students to three prominent and interrelated areas of psychology: Forensic, Abnormal and Clinical Psychology. The Forensic Psychology component will introduce students to the prominent historical and theoretical aspects of this area before leading into key areas of contemporary applied forensic psychology practice. Abnormal Psychology will afford students the opportunity to examine various psychological disorders in a systematic manner considering such features as diagnosis, aetiology and treatment. An introduction to Clinical Psychology will be provided which aims to familiarise the student with evidence-based approaches to commonly encountered mental health problems in clinical practice.
Module objectives
- To familiarise students with the various historical, theoretical, and research issues which have shaped contemporary professional and applied forensic psychology practice.
- To provide students with a systematic framework through which selected major psychological disorders are examined in detail.
- To familiarise students with contemporary clinical approaches to mental health problems with a particular emphasis on evidence based psychiatric and psychological treatments
Basic Reading:
- Holmes, D.A. (2010) Abnormal, Clinical & Forensic Psychology. Harlow: Pearson
Supplementary Reading:
- Bennett, P. (2006) Abnormal and Clinical Psychology. Maidenhead: OUP
- Davey, G. (2008) Psychopathology: Research, Assessment and Treatment in Clinical Psychology. Chichester: BPS Blackwell
- Davies, G., Hollin, C. & Bull, R. (2008). Forensic Psychology. Chichester: Wiley
- Howitt, D. (2009). Introduction to Forensic and Criminal Psychology, 3rd ed. Harlow: Pearson.
Assessment:
One two-hour examination at the end of Semester 2.
PS409 Psychology, Science & Pseudoscience (5 ECTS)
Lecturer: Dr. Brian Hughes
Description: Pseudoscience refers to a practice or body of knowledge that purports to be scientific but which diverges from the quality-standards conventionally applied to science and scientists. Examples include supposedly scientific claims surrounding telepathy, clairvoyance, psychokinesis, the abduction of humans by aliens, the treatment of diseases using crystals, communication with the dead, neurolinguistic programming, Primal Scream Therapy, reincarnation, and perpetual motion machines. This module seeks to consider: (a) the distinctions (and occasional overlaps) that exist between psychology and pseudoscientific treatments of psychological subject matter; and (b) the psychological nature and appeal of pseudoscience. After considering the nature of scientific inquiry, the module seeks to describe the history of pseudoscience as well as unsubtle (e.g., ESP) and subtle (e.g., assumptions about "normality") examples of psychology-related pseudoscience. The module then looks at the appeal of pseudoscience, the psychology of evidentiary reasoning (e.g., the unreliability of anecdotal testimony, the counter-intuitive nature of randomness, and the nature of heuristics) and methodological issues to be considered when researching extraordinary claims (e.g., blinding, placebo controls, and meta-analysis).
Module objectives
- To explore the nature and scope of pseudoscience and its demarcation from mainstream science
- To highlight areas of pseudoscience that are frequently but erroneously conflated with mainstream psychology
- To explore the psychological appeal of pseudoscience
- To examine the psychology of evidentiary reasoning
- To consider the requirements for conducting rigorously sceptical research and for evaluating extraordinary claims
Basic Reading
- Compulsory reading: http://en.wikipedia.org/wiki/Pseudoscience (and linked entries).
- Schick, T., & Vaughn, L. (2008). How to think about weird things: Critical thinking for a new age, 5th edition. Boston: McGraw-Hill.
- Targeted reading lists will be provided over the course of the module.
Evaluation
Continuous assessments as listed on Blackboard. Note: there is no end-of-term written examination.
PS410 Thinking, Modelling & Writing in Psychology (5 ECTS)
Lecturer: Dr. Michael Hogan
Description: A series of in-class and homework exercises are used to develop critical thinking skills, creativity, and writing skills. Students are asked to think about thinking, the nature of critical and creative thinking; they characterize their own thinking styles; they translate text-based arguments into graphic representations of the argument structure, working to master argument mapping skills; they critically review empirical papers and learn about the limitations of different research designs; they engage in stimulating dialogue with peers and with their instructor; they learn indispensable rules in the art of writing. The module follows Jean Piaget’s teaching principles -- every exercise, every action builds upon the previous in an orderly, cumulative, and directional manner. The module follows Lev Vygotsky’s teaching principles -- students are guided into their “zone of proximal development” as they work to build a new set of critical and creative thinking skills.
Module objectives
- To develop critical and creative thinking skills
- To develop skill in the art of dialogue
- To critically analyze empirical papers
- To develop argument mapping skills
- To develop writing skills
Basic Reading
- Will be assigned throughout.
Evaluation
Continuous assessment (30%); 2000 word end-of-semester essay(70%)
PS412 Experimental Psychology Workshop 1 (5 ECTS)
Co-ordinator: Dr. Gerry Molloy
Description: This module is intended to introduce you to the practice of empirical research as it is employed in psychology by providing you with the opportunity of taking part in and reporting on practical experimental work. By conducting a series of laboratory experiments throughout the semester, it is hoped to familiarise you with computers and laboratory equipment as research tools for the collection and analysis of data in experimental psychology; and to develop your research skills and report-writing techniques.
Module objectives
- To acquaint students with the rudimentary principles of scientific experimentation as applied to psychology
- To facilitate students in reporting the findings of elementary research exercises
- To give students a knowledge base that will assist them in designing their own research studies
Basic Reading
- There is no required textbook for this module. Suitable readings lists relating to the various class exercises will be recommended over the course of the semester.
Evaluation
Continuous Assessment, based on in-class exercises and other set assignments.
PS413 Qualitative Research Methods (5 ECTS)
Coordinators: Dr. Pádraig Mac Neela & Dr. Caroline Heary
Lecturers: Dr. Pádraig Mac Neela, Dr. Caroline Heary & Ms. Anne Marie Keane
Description: This module introduces qualitative research methods used in psychology. Students will have the opportunity to further develop their understanding of qualitative approaches and methodological issues. They will also work with focus group and interview methods to develop an appreciation of how particular methods can be used to address research questions relevant to psychology.
Module objectives
- To introduce approaches taken to qualitative research in psychology
- For students to gain familiarity with particular qualitative research methods used in psychology
- For students to develop a critical appreciation of the place of qualitative methods in psychological research
Basic Reading
- Specialised reading lists will be provided.
Evaluation
- Critical essay (max 2,000 words) to be submitted at the beginning of week 9.
- A coding report focusing on thematic analysis.
PS414 Experimental Psychology Workshop 2 (5 ECTS)
Co-ordinator: Dr. Brian Hughes
Description: This course continues students’ exposure to the practice of empirical research in psychology by again providing them with the opportunity of participating in, and reporting on, practical research work. Students participate in research exercises, collate the necessary data, and report outcomes appropriately.
Module objectives
- To enhance students’ appreciation of the importance of objectivity and rigour in attempting to scientifically study human behaviour
- To further acquaint students with the principles of practical scientific research in psychology
- To build students' knowledge base of how best to design research studies
- To help students become sophisticated consumers of research
- To provide students with a practical experience of principles and concepts introduced elsewhere in the psychology curriculum
- To enable students to critically evaluate published research and appreciate the basis upon which all psychological knowledge is founded
Basic Reading
- There is no required textbook for this module. Suitable readings relating to the various class exercises will be recommended over the course of the semester.
Evaluation
Continuous assessment, based on in-class exercises and other set assignments.
PS415 Perception, Attention & Performance (5 ECTS)
Lecturer: Dr. Mark A. Elliot
Description: The course aims to provide an introduction to sensory and perceptual processes, blending classical and contemporary approaches to basic information processing. The course will outline key theoretical issues and methodological contributions in perception and cognition generally. In addition, it will demonstrate the scope for the application of knowledge of sensory and perceptual processes to other areas of cognitive psychology and neuroscience. The course aims to cover the following topics: basic sensory processes and psychophysics; pattern recognition and visual search; object recognition; colour perception; visual and auditory attention; subliminal perception; multiple task performance; perceptual mechanisms and dynamics; models of information processing; applications of cognitive psychology.
Module objectives
- Students should be able to specify the main theories, models, concepts or methods concerning the psychology of perception and human performance
- Critically evaluate each of the theories in relation to any rival theories citing research evidence to support or refute each idea
- Provide examples of experimental and modeling techniques used in perception and attention research
- Review the contributions of perception research to general psychology
- Discuss the applicability of research (data, theories, methods, concepts) on perception, attention and action to real-world problems
Basic Reading
- Styles, E.A. (1997). The Psychology of Attention. Hove, UK: The Psychology Press.
- Goldstein, E.B. (2001). Sensation and Perception. (6th Edition). New York: Brooks/Cole.
Evaluation
Written Exam.
PS416 Applied Organisational Psychology (5 ECTS)
Coordinators: Ms. Anne Marie Keane & Dr. Pádraig Mac Neela
Lecturers: Ms. Anne Marie Keane, Dr. Pádraig Mac Neela
Description: Work is one of the primary means by which we interact and collaborate with other people. This module introduces related but separable themes to help students examine the psychology of organisational life. The first theme is applied to health services in particular, and deals with the design of work and important outcomes tied to work design such as job satisfaction, human error and decision making practices. The second theme is focused on the work performance, health and well being of employees, emphasising the impact of job design and organisational conflict. The final theme presents applied examples of how organisational factors influence workers' effectiveness and perceptions of work.
Module objectives
- To understand how organisational psychology can be used in an applied context.
- For students to examine organisational perspectives on health service provision.
- To understand how organisations can contribute to work performance and well being by using psychological interventions.
- To examine how issues such as minority status influence the experience of work.
Basic Reading
- Specialised reading lists are provided.
One two hour examination at the end of Semester 2.
PS417 Psychology of Aesthetics & The Arts (5 ECTS)
Lecturers: Dr. Mark Elliott
Description: This course offers an introduction to the psychological analysis of visual arts, music, and literature. Six broad topics will be explored: creativity; perceptual primitives and complex forms; aesthetic form and function; experimental aesthetics; audience response; and art as an instrument of social stabilization/de-stabilization. Within these topics, various questions will be discussed including: Is creativity teachable? Does artistic production constitute a basic human need? Are some people incapable of appreciating art? Are certain art forms (e.g., music) more intrinsically powerful than other art forms (e.g., sculpture)? What constitutes “good” versus “bad” art? Does aesthetics lend itself to scientific scrutiny? What are the features of an artistic “product” that serve to make it more or less appealing to the viewer? Is scientific creativity qualitatively different from artistic creativity?
Module objectives
- To enhance students’ understanding of the various psychological processes involved in producing and appreciating art
- To broaden students’ view on aesthetics as a legitimate venue for social scientific inquiry
- To expose students to scholarship outside the parameters of psychology (e.g., film studies, sociology, cultural anthropology, history, etc.)
Basic Reading
- Various articles will be assigned throughout the course drawing from leading journals in this area such as Empirical Studies of the Arts; Imagination, Cognition, and Personality; Critical Quarterly; Journal of Popular Culture; and Film Quarterly.
Evaluation
Continuous assessment and a 2-hour written examination paper.
PS418 Issues in Cognitive Neuroscience (5 ECTS)
Lecturer: Dr. Mark A. Elliot
Description: Students will be encouraged to engage in critical debate of foundational concepts and methods in the cognitive neurosciences based on up-to-date literature sources. The topics that aim to be addressed may include neuroimaging and specifically EEG, MEG and MRI technologies, functional neuroanatomy, the clinical neuroscience of schizophrenia, comparative psychology, psychopharmacology and cognitive neuroscience, the cognitive neuroscience of memory and the cognitive neuroscience of language. The course thus aims to expose students to specific research issues in addition to the broader cognitive neuroscience research agenda.
Learning Objectives
- Discuss key topical issues in the study of brain and cognition
- Critically evaluate the research techniques in the cognitive neurosciences
- Present research and encourage debate on current issues
Basic Reading
We do not use a core textbook in this module. See Blackboard for a range of resources concerning service learning, community-based research, and resources relevant to the specific work projects
Evaluation
- Attendance (mandatory)
- Team Presentation (mandatory) 25%
- Individual Essay 75%
PS419 Relational Frame Theory, Language & Cognition (5 ECTS)
Module Co-ordinator: Dr. Ian Stewart
Description: The aim of this course is to introduce students to Relational Frame Theory (RFT; Hayes, Barnes-Holmes & Roche, 2001) as an approach to understanding human psychology. RFT is based on a comprehensive basic experimental research program into human language and cognition. With by now over 100 empirical studies focused on its tenets, it is arguably the most well established comprehensive theory of human psychology ever produced. This course will first familiarize students with the philosophical and theoretical underpinning of RFT and explain the core behavioural processes implicated by this approach. It will then examine up to date RFT-based research into diverse areas of human language and cognition including cognitive development, motivation, problem-solving, analogical reasoning, rule governed behaviour, the self, psychopathology, psychotherapy, mindfulness and spirituality. The course will combine lecture-based didactic teaching with active student participation in seminar discussion.
Module objectives
- Describe the development of relational framing as the core process involved in language
- Define key technical terms in RFT including mutual entailment, combinatorial entailment, transformation of function, contextual control, arbitrarily applicable relational responding, Crel, Cfunc.
- Discuss important psychological phenomena including cognitive development, motivation, problem-solving, analogy, metaphor, rule governed behaviour, the self, psychopathology and psychotherapy, mindfulness and spirituality from an RFT perspective
- Analyze an everyday language episode in terms of relational framing
- Evaluate the theoretical and philosophical basis of Relational Frame Theory as an account of language and cognition
Basic Reading
- Torneke, N. (2010). Learning RFT. Oakland, CA: New Harbinger.
- Hayes, S.C., Barnes-Holmes, D. & Roche, B. (2001) Relational Frame Theory: A Post Skinnerian Account of Human Language and Cognition. Plenum Press.
- Additional topic-related reading lists will be made available online.
Evaluation
- Examination (50%)
- Essay (50%)
PS420 Psychological Measurement: Theory & Practice (5 ECTS)
Co-ordinator: Dr AnnMarie Groarke
Lecturers: Dr. AnnMarie Groarke; Dr. Olive Healy; Ms. Jenny Groarke BA, HDip Psych
Description: This module will be presented in two sections, each of which is six weeks in duration. Attendance is essential as many of the relevant tests will be administered or demonstrated in class.
Module Objective:
To provide basic skills in the administration of psychometric instruments and the interpretation and reporting of their scores.
Learning Outcomes
Section 1 - Dr Groarke & Ms. Groarke
- Students will be familiar with the trait, type and needs approach to personality assessment
- Students will gain skills in the administration and scoring of selected personality, aptitude and vocational interest inventories.
- Students will develop skills in interpreting integrating and reporting test scores on these psychometric measures
Section 2 - Dr Healy
- Students will be familiar with the rationale for intelligence testing and the controversies surrounding intelligence measurement
- Students will understand the characteristics of special needs related to intellectual functioning
- Students will be able to interpret results of behavioural assessment of challenging behaviour
- Students will develop skills in interpreting and reporting results of selected tests of intelligence and special needs
Basic Reading
- Gregory, R (2011) Psychological Testing; History, Principles and Applications, Illinois: Pearson (selected chapters)
- Readings will be assigned throughout the course.
Evaluation
Continuous Assessment: Section 1 assignment 50%, Section 2 assignment 50%.
PS338 Theories of Personality (5 ECTS)
Co-ordinator: TBC
Description: This course will introduce students to the classic personality theories and theorists. Theorists reviewed will include: (a) Sigmund Freud, (b) Anna Freud, (c) Melanie Klein, (d) Erik Erikson, (e) Carl Jung, (f) Alfred Adler, (g) Harry Stack Sullivan, (i) Rollo May, (j) Karen Horney, (k) George Kelly, (l) Carl Rogers, (m) Abraham Maslow, (n) Hans Eysenck (o) Gordon Allport, (p) Albert Bandura, (q) D. W. Winnicott, and (r) Watson, Skinner, Miller and Dollard.
Separately the course will review taxonomies such as the DSM-IV and changes proposedin DSM-V.
Learning Outcomes
Students will be expected to have an understanding of each of the above theorists’ main ideas about personality development.
They will also be informed about how the personal lives of theorists may impact on the development of their psychological theory.
Students will also be expected to understand how the DSM-IV is used in classifying personalities which present in the disordered range.
Basic Reading
- Sollod, R. N., Wilson, J. P. & Monte, C. F. (2009). Beneath the Mask: An introduction to theories of personality. New York: John Wiley and Sons.
- Other recommended readings will be made available during the module
Evaluation
The course will be assessed by continuous assessment with two essays due. Each essay will be submitted by turnitin and a hard copy to the School of Psychology
PS339 Behavioural Medicine (5 ECTS)
Co-ordinator: Dr. Jane Walsh
Description: Behavioral Medicine is an interdisciplinary effort involving research and clinical practice. It studies the interactions of the physical, psychological, social environment, cognition, behavior and biology in health and illness. It then, focuses on the applications of these findings or techniques based on the knowledge of these interactions in the promotion of health and rehabilitation as well as providing prevention, diagnosis, and treatment of illness. Some factors that have resulted in the success of behavioural medicine include: success of behavior modification/behavioral analysis and biofeedback; the emergence of chronic illness as the major issue in healthcare; escalation of healthcare costs. This course will cover a variety of applications of behavioural medicine including: Preparation of patients for a stressful medical procedure; cancer screening; immunization; doctor-patient communication; patient adherence to medical advice; prevention of ill-health, therapeutic interventions.
Learning Outcomes
On completion of this module students will be able to:
- Describe the role of behavioural medicine in the Health Services
- Identify and describe the key methods of research used in behavioural medicine research
- Discuss applications of behavioural medicine research in the health services
- Critique the contribution of behavioural medicine to evidence-based ’best’ practice within the health services.
Basic Reading
- Readings will be posted on Blackboard throughout semester.
Evaluation
Continuous assessment assignments throughout term (50%) and one two-hour exam at the end of the semester (50%)
PS343 Pediatric Clinical Behavioural Interventions (5 ECTS)
Co-ordinator: Dr. Olive O'Grady
Description: This module will allow students to develop skills in behavioural intervention to an advanced level, improving proficiency in the fundamental techniques of applied behaviour analysis in clinical settings and developing competency in the specialist techniques used in the treatment of many behavioural problems observed in young children. Specific behavioural models of empirical evidence, assessment and specialist behavioural treatment strategies will be covered along with ethical concerns in intervention.
Learning Outcomes
On completion of this module students will be able to:
- Describe the aetiology of pediatric behavioural problems that present in typical development and in developmental disorders.
- Identify and complete published and norm-based instruments in the topographical assessment of pediatric behavioural problems.
- Identify and complete functional behavioural assessment methodologies for pediatric behavioural problems that occur in typical and atypical development.
- Describe and evaluate empirically supported behavioural interventions from published literature for pediatric behavioural problems associated with developmental disorders, brain injury and typical development.
- Construct measurement systems for evaluating intervention in pediatric behavioural problems.
- Identify ethical concerns and implications in clinical behavioural interventions.
- Describe the contribution of applied behaviour analysis to the treatment of prevalent.
- Behavioural problems in a variety of developmental disorders and in typical developing children.
Basic Reading
- Journal of Pediatric Psychology
- Journal of Applied Behavior Analysis
- Readings will be posted on Blackboard throughout semester.
Evaluation
Exam, Written paper, 2 Hours
PS345 Applied Developmental Psychology (5 ECTS)
Co-ordinator: Dr. Caroline Heary
Description: This module will review the applications of developmental science theory and research to society. The focus will therefore be on theory, research and practice relating to contemporary issues relevant to the lives of children and adolescents. Students will be introduced to the role of research in aiding our understanding of how to enhance human development as well as consideration of the implications of theory and research for policy and programme development. Participation in class will be required.
Sample topics include:
- Stigma and prejudice during childhood and adolescence; stigma-reduction efforts
- Family relations; Impact of family transitions (divorce, parental separation, lone parenting)
- The influence of media on children’s development
- Positive youth development (PYD).
- The influence of day-care on children’s lives
- Childhood obesity / child health behaviours
Learning Outcomes
On completion of this module students will be able to:
- Identify developmental issues of relevance to real-world settings and modern society
- Describe and explain relevant developmental processes
- Evaluate the contribution of theoretical perspectives to our understanding of contemporary issues in children’s lives
- Identify the practical applications of developmental research and theory to real word settings
- Critically examine the application of theory and research to the health and welfare of children and families
Basic Reading
- Readings will be posted on Blackboard throughout semester.
Evaluation
This module will be assessed through continuous assessment (exercises and an essay).
PS427 Forensic, abnormal and clinical psychology (5 ECTS)
Co-ordinator: Dr. John Bogue
Description: This course aims to:
- To familiarise students with the various theoretical aspects, research issues and professional practices which define contemporary forensic psychology.
- To provide students with a systematic framework through which selected major psychological disorders are examined in detail.LI>
- To familiarise students with contemporary clinical approaches to mental health problems with a particular emphasis on evidence based psychiatric and psychological treatments
Learning Outcomes
On completion of this module students will be able to:
- Present key research findings which have practical relevance to prominent areas of professional forensic psychology.
- Distinguish between major psychological disorders using internationally recognised diagnostic systems.
- Critically appraise prominent therapeutic approaches to a variety of psychological disorders.
Basic Reading
- Holmes, D. A. (2010). Abnormal, Clinical and Forensic Psychology. Harlow: Pearson.
Evaluation
Continuous Assessment and 1 x 2 hour examination
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