Programme Specifications

Year in industry

Psychology

September 2023

Our psychology schemes provide graduates with the foundations of psychological theory and application together with appropriate academic and employability skills. Students are encouraged to move from being supported to autonomous learners as they progress through Levels 4, 5, and 6 of the national framework for Higher Education. Level 4 is designed to provide a solid foundation in psychology and how theory intertwines with professional application, but also how these foundations are underpinned by competent research skills and knowledge. Level 5 continues to encourage inter-relatedness of psychology and everyday life that is underpinned by research, but is designed to encourage a more independent approach to learning in more specific modules where ability to search and utilise research articles beyond the core reading . On completion of Level 5 students will be equipped with a sufficiently broad stock of information and practical experience of techniques to make an informed decision about a topic for the Research Project at Level 6. A number of module options also are provided in Level 6 outside of the BPS curriculum, such as 21st Century Self: Critical and Constructionist Perspectives on the Self, Social Psychology of Music, The Psychology of Language and Critical Review. In terms of assessment, it is expected that as students move from supported to autonomous learners that this will be evidenced in their assessment where their work will be based on tutor-led material at Level 4, while at Level 6, students will be required to produce and analyze material independently, drawing not only on final year content but that of the entire programme.

In addition to covering the core BPS psychology curriculum, the course introduces students to key skills and knowledge in the applied area of forensic psychology. The forensic elements of the degree will be explicitly delivered in three specially designed modules across Years 1, 2 and 3. In Year 3, students will also undertake a forensic-related dissertation. These modules have been selected and developed for inclusion on the basis that they have particular relevance for students on the proposed scheme as they enable the application and extension of forensic practice to a range of allied contexts (e.g. clinical psychology, health psychology, developmental psychology, conceptual and historical issues in Psychology, ethics). Included content in the pathway modules include key models and processes in forensic psychology and applied practice in this field. At Level 5 (Year 2), in addition to the core psychology units, students are introduced to ethical issues in an experiential, practice-based unit – the core pathway modules and assessments are intended to develop their knowledge and skills in several contexts, namely: Advanced ethical training and frameworks in conducting research with/in forensic contexts such as prison, police, etc. At Level 6 (Year 3), students extend their learning of conducting ethically informed forensic research, whilst undertaking their forensic psychology research project.

On completion of the degree, students undertaking the Year in Industry variant will in addition have gained a valuable insight into a field of employment relating to psychology and forensic psychology developing associated skills in the application of psychology with offenders, and the investigation and prosecution of criminal behaviour.

The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills and other attributes in the discipline of Psychology. The structure and delivery of the degree scheme recognize the need to achieve an appropriate balance between the acquisition of the subject specific knowledge, and the development of generic skills. Integrating these two components of the scheme is a central feature of the degree scheme. The programme outcomes are referenced to the QAA benchmark statements for Psychology and the Framework for Higher Education Qualifications in England, Wales and Northern Ireland, and relate to the typical student.

Students completing this degree will have:

• Demonstrable knowledge with psychology applied to forensic psychology and explain criminal behaviour using theoretical and research evidence.

• A thorough knowledge of psychology, where psychology is defined in broad terms as the scientific study of mind, brain, behaviour and experience, and the complex interactions between these.

• A knowledge and critical understanding of the key academic constituencies which compromise Psychology within the areas of biological, cognitive, developmental, and social psychology together with the psychology of individual differences.

• An ability to think, speak and write professionally; to question, to be critical, to be analytical, and to be creative in ways appropriate to the subject.

• An ability to apply a range of psychological methodologies appropriately and to understand their limitations.

• Skills in qualitative and quantitative research methods and research design.

• An understanding of the rigorous and precise nature of scientific method and a thorough grasp of experimental design and statistical analysis.

• An ability to undertake original research with an emphasis in forensic psychology using investigative skills appropriate to the laboratory and applied settings, using both quantitative and qualitative methods.

• An awareness of relevant ethical considerations applied across Psychology and in applied contexts related to forensic research domains.

• An ability to critically discuss the application of psychological theory to the understanding of criminal behaviour.

• An ability to apply their understanding of psychological theory and research in a variety of applied areas related to Psychology and psychology applied to forensic contexts.

Graduate Basis for Chartered Membership (GBC) is an entry requirement for all British Psychological Society (BPS) accredited postgraduate training courses and is also required when working towards becoming a Chartered Forensic Psychologist. The GBC is awarded through a successful application to become a Graduate Member of the Society. In order to be eligible for the GBC students must achieve a minimum of a 2(ii) or equivalent and pass the empirical psychology dissertation.

Specifically, the Year in Industry pathway will provide opportunities to:

• Apply psychological and forensic psychology approaches, concepts, skills, methods and/or theories in a work-based context, for example, prisons, courts, etc.;

• Develop highly valued transferable and professional skills during a work placement, providing a competitive edge in the graduate job market and for further qualifications (e.g. BPS Stage 1 Forensic Psychology);

• Enable students to learn about an organisation and its area of work, providing an excellent opportunity to evaluate further career paths in forensic and associated fields.

A1 A comprehensive knowledge of the core domains within psychology and their applications

A2 An understanding of the relationship between psychology and cognate disciplines e.g. biology, sociology, law

A3 A comprehensive appreciation of the integration which can occur within the subject

A4 A comprehensive knowledge of a range of research methods and measurement

A5 An in-depth knowledge of psychology applied in forensic settings such as courts, prisons and police

A6 A range of transferable skills including initiative, independence and professional awareness

Learning and Teaching

Acquisition of knowledge and understanding is through a combination of lectures, group seminars, coursework and laboratory work, as well as through supervision. Throughout, the learner is encouraged to undertake independent study both to supplement and consolidate what is being taught/learnt and to broaden their individual knowledge and understanding of the subject. Knowledge and understanding are assessed through a combination of seen and unseen examinations and in-course assessments, in the form of practical laboratory reports, essay assignments, group presentations, portfolios, in-class tests, project report, oral presentations and research participation, and eLearning assessments that include Wikis and Blogs. Importantly, the whole degree encourages, promotes, and facilitates active learning where students are able to learn through less formal means, such as the Psychology Society and public lectures. Students are also supported through academic progress meetings with their personal and / or subject tutors.

During their year in industry students will embed themselves within a working environment, allowing for the development of a range of transferable and life skills. Furthermore, students on this scheme will have the potential to utilize the knowledge and skills associated with other outcomes developed at Levels 4 and 5. This will be in part dependent on the nature of the organisation at which they undertake the year in industry.

Assessment Strategies and Methods

Across the Undergraduate Psychology Programme a wide range of teaching strategies ensure the acquisition of skills and knowledge and the development of independent learning. Subject knowledge is introduced through lectures and expanded/developed through: seminar/workshop exercises/laboratory work/ video presentations, portfolio work, reading of recommended texts/primary literature and preparation of assessments. In addition, students will have access to teaching and learning material for each of their chosen units including E-Learning and the Virtual Learning Environment (VLE) (e.g., Blackboard). Students are encouraged to broaden their knowledge and understanding through attendance at research seminars and through discussions with each other and with tutors via drop-in (office hours) provision

10.2.1 Intellectual Skills

B1 The ability to integrate simple and challenging ideas and empirical findings and assess the relevance of theoretical knowledge in applied contexts

B2 The ability to extrapolate and comprehend the application of knowledge within the areas of psychology

B3 The ability to process information in a manner displaying advanced cognitive skills

B4 The ability to define and appreciate complex problems and offer solutions

B5 Integrate and critically evaluate information and data from a variety of sources to construct cogent arguments

B6 Demonstrate experience of working in a professional environment

Learning and Teaching

Student development of intellectual skills are promoted through lectures, group seminars, coursework, and laboratory work, as well as through supervision at Level 6. Throughout, the learner is encouraged to undertake independent study both to supplement and consolidate what is being taught / learnt and to broaden their individual knowledge and understanding of the subject. The application of these skills in the context of specific areas of psychological enquiry is demonstrated through lectures and seminars for core and optional modules at Levels 4, 5 and 6. Reflection and self-assessment are integral to the learning of intellectual skills and will be developed through feedback on summative and formative assessments and through the online PDP facility.

Relevant skills will be achieved by completing an extended period at a suitable workplace.

Assessment Strategies and Methods

Intellectual skills are assessed through a combination of seen and unseen examinations and in-course assessments, in the form of practical laboratory reports, essay assignments, portfolios, in-class tests, project report, group and oral presentations, and research participation, as well as eLearning assessments that include Wikis and Online Discussion. The use of reflection tools through the PDP are used to develop the student’s critical awareness and identify their performance. Personal tutors provide feedback regarding academic performance of students. Students are encouraged to broaden their knowledge and understanding through attendance at research seminars and through discussions with each other and with tutors via drop-in (office hours) provision. Across the Undergraduate Psychology Programme a wide range of teaching strategies ensure the acquisition of skills and knowledge and the development of independent learning. Subject knowledge is introduced through lectures and expanded/developed through: seminar/workshop exercises/laboratory work/ video presentations, portfolio work, reading of recommended texts/primary literature and preparation of assessments. In addition, students will have access to teaching and learning material for each of their chosen units including E-Learning and the Virtual Learning Environment (VLE) (e.g., Blackboard).

Relevant skills will be evidenced by work-based portfolio and reflective diary.

10.2.2 Professional practical skills / Discipline Specific Skills

By the end of their programme, all students are expected to be able to:

C1 Interact ethically and professionally with research participants

C2 Generate and explore, and test complex hypotheses and research questions

C3 Initiate, design and conduct complex empirical-based studies involving a variety of methods of data collection

C4 Analyse and interpret quantitative and qualitative data

C5 Evaluate, present and communicate effectively complex findings by a variety of means, such as a research report

C6 Apply discipline principles, methods, approaches, concepts, skills and/or theories in a professional context, as well as understanding the challenges of working in a professional environment

Learning and Teaching

Practical skills are developed through a series of lectures, seminars, workshops and practical laboratory classes at levels 4 and 5 and further developed through a supervised independent research project at level 6. Skills are also acquired through essay writing at all levels, but developed to an advanced standard at level 6 in the systematic review module. At level 4, students engage in using formula and calculations by hand before moving to specialist computer packages at Level 5 and 6. Throughout, the learner is encouraged to consolidate practical skills through practice with appropriate research methods and projects.

Relevant skills will be primarily developed through spending a year in industry.

Assessment Strategies and Methods

Practical skills are assessed through practical and project reports, statistics tests and examinations, poster presentations, portfolios, and Wikis, group and individual presentations. At level 6 the Dissertation project may, depending on the topic, assess any or all of outcomes.

Relevant work-based skills will be evidence by work-based portfolio and reflective diary.

By the end of their programme, all students are expected to be able to:

D1 Communicate effectively, both orally and in writing

D2 Work effectively within a group

D3 Work and learn independently

D4 Manage time, resources, and work to deadlines efficiently

D5 Effectively use information and communication technology to produce and present ideas and documents

D6 Demonstrate professionalism and an understanding of commercial/professional pressures, including ethics in forensic research and roles;

Learning and Teaching

The programme aims to promote, develop and nurture students’ awareness of and competence in these key transferable skills, many of which students will already possess to a greater or lesser degree of competence. All of these skills are integral to teaching and learning activities across the programme and are embedded in the degree scheme. Others are developed through specific modules and learning activities, such as Level 5 work placement module and personal development plan (PDP). Group work through data collection, research findings, and project coordination is a strong feature of the course that compliments the independent skills developed in most modules, and is a particular feature at level 4 and 5. Throughout, the learner is encouraged to develop transferable skills by maintaining a record of evidence and completing a personal development plan (PDP) initiated in Level 4.

Relevant work-based skills will be primarily developed through spending a year in industry.

Assessment Strategies and Methods

Transferable skills are assessed through unseen examinations, in-class tests; laboratory reports, essays including placement essay, project report, poster presentations, mini- projects and laboratory group work, portfolios. In addition, a number of the above skills are explicitly assessed at various points during the programme through a range of methods, including the Dissertation project, oral presentations, group debates and discussions, placement portfolio.

Relevant skills will be evidence by work-based portfolio and reflective diary.