INTERNATIONAL STUDENT HANDBOOK

Transcription

1 Maynooth University Department of Psychology INTERNATIONAL STUDENT HANDBOOK 2015 / 2016

2 Welcome Welcome to Maynooth University. The staff of the Department of Psychology are pleased to welcome you and hope that you will enjoy learning about psychology this year. This booklet provides you with essential information about the Psychology Department and the psychology modules available to International students. This booklet is therefore an important document, you should keep it in a safe place and refer to it throughout the year. Additional documentation pertaining to various aspects of the Department and psychology modules will be made available to you in due course and will be on display in the Department and on the Departmental website, as well as on Moodle. The Department of Psychology The Department is situated on the second floor of the John Hume Building on the North Campus of the University. It contains a dedicated experimental psychology laboratory, a suite of sound attenuated and electrically shielded cubicles for psychological and electro-physiological research, a dedicated computer, research and teaching laboratory, as well as developmental and social psychological laboratories with CCTV, one-way mirrors and an observation booth. This site provides the Department of Psychology at Maynooth University with state of the art teaching and research facilities for undergraduate and postgraduate students. Departmental Staff and Consultation Most staff offices are located in the John Hume building. Ms Caroline Edwards is responsible for the administration of the undergraduate degrees. Students may call to the Departmental Office concerning any matter on Monday to Thursday: to and to You may also contact the office by telephone The office is closed to students all day Friday in order for time to be devoted to administration duties. HEAD OF DEPARTMENT and Dr Andrew Coogan: Room: SF19 INTERNATIONAL STUDENT MANAGER COURSE ADMINISTRATOR Ms Caroline Edwards: Room SF 12 TECHNICIAN: Mr Derek Walsh: SF10 LECTURERS Dr Seán Commins: SF20 Dr Andrew Coogan: SF19 Dr Deirdre Desmond: SF17 Dr Patricia Gough: 3.12 Dr. Michelle Kelly: SF21 Dr Sinéad McGilloway: SF15 Dr Carol Murphy: SF14 Dr Bryan Roche: SF18 Dr. Cliodhna O Connor SF13 Dr. Veronica Cullinan SF09 Dr Richard Roche: SF15 2

3 Consultation with Teaching Staff If you wish to talk to one of the lecturing staff you can do so during the specified consultation hours posted on each staff member's office door. If you want to see a staff member outside those times, you should e- mail him/her to make an appointment. Lecturers cannot deal with detailed academic matters pertaining to the content of lectures, tutorials, practical assignments, or examinations over or by telephone. Contact with lecturers by telephone or should only be made to arrange appointments to meet in person. Under no circumstances should a lecturer or teaching assistant be contacted outside of the university setting. Face-to-face meetings ensure that students are engaging fully with the learning process, which relies heavily on the Socratic method of enquiry and investigation. Remember that you are a full time student and so should be available on campus during the week to meet in person with your teaching assistants and lecturers during the appointed times. contact with staff It is important that written communication between academic staff and students within the University should be courteous and thoughtfully composed. Your s and other written communication should reflect the high writing standards that we in the Department of Psychology teach and expect of our students. In all communications, please aim to use appropriate grammar and punctuation, and to avoid phone-text shorthand and slang. Finally, you should be as courteous and professional in your communications as you would expect of academic staff in their communications with you. Members of staff will not normally reply to discourteous, unprofessional s, or to s from non-maynooth University accounts. Please note that s from non-maynooth University accounts are often filtered out of the mail system and therefore may not be received. You should only staff from a Maynooth University account. The following rules apply to all undergraduate students: No food or drink is permitted anywhere in the Department or in any labs, lecture halls, or teaching rooms. All students are expected to attend all scheduled classes at the specified times; students should not enter a class more than 10 minutes after the hour. Students should not leave a class until it is over, except in the case of an emergency. Students should not talk inappropriately or make undue noise during lectures or other classes. Students should not congregate unnecessarily outside staff offices or laboratories. GENERAL INFORMATION Undergraduate notice boards are situated on the right as you enter the Department on the second floor beside the lift. Notices from teaching staff concerning lectures and other information will be posted there and it is important that you refer frequently to these boards. You will also receive s periodically from the Department to your Maynooth University address. On-line course notes, moodle and the departmental web site The Departmental web site located at contains information on the Department of Psychology, including its courses and facilities, as well as detailed information on all of the research interests and activities of academic members of staff. You can also 3

4 access course materials for several of your modules via the Moodle web site at course notes are provided by individual lecturers, each of whom will make his/her own judgments regarding the appropriate level of course materials to be provided for a given module, as well as the mode of distribution. Therefore, the use of Moodle services cannot be used as a substitute for lectures. In some cases, class notes may not be provided at all, depending on the pedagogical requirements of the relevant module. You are strongly advised to attend all lectures, take your own course notes and use provided courses notes only as supplemental aids to your learning. This is what will be required if you are to do well in your studies in Psychology. Recording of lectures Students do not have automatic permission to record lectures. Lectures are not public addresses. Lectures may only be recorded with the permission of the relevant lecturer and this permission must be sought in advance for each recorded lecture. This permission cannot be granted by any third party within or outside the University. You should remember that a recording made in secrecy compromises not only the privacy of the lecturer, but of any student who speaks or asks a question during the lecture. Furthermore, recordings may be considered inappropriate where sensitive issues are being discussed in class. It might be a serious matter to be in possession of a recording of a private lecture, symposium or workshop in which participants assumed themselves to be in a private setting. Guest speakers Each year, the Department of Psychology invites a number of noted guest speakers to give a talk at Maynooth University. Speakers are invited because of their widely recognised contribution to the discipline in their specialist areas. They all agree, however, to prepare talks that will be accessible to undergraduate students in psychology and thus it is essential that you attend these talks because they were prepared especially for you. If you are keen to fully grasp the University experience and wish to maximise your intellectual growth during your undergraduate studies, you are strongly advised to attend these talks. Announcements regarding the year s guest speakers will be posted in the News section of the Departmental web site and posters will be on display around the Department at least a week before each talk. Orientation and registration for visiting international & erasmus students You will be notified of registration dates by the International Office. As soon as you know which modules you would like to take you should fill out an International Student Registration form (available from the department) and return this to the departmental office. Please indicate on this form which modules you wish to take. Please note that all Socrates/Erasmus and visiting students also need to complete the Module Registration Form for registration. This form should be signed by either the Head of the Department or the International Student Co-ordinator, Dr Andrew Coogan. 4

5 The modules outlined in Table 1 are available to International Students. The first number in the code after the 'PS' indicates which year of the three-year degree the module is assigned to. This will give you some idea of the level at which the module operates. However, you should also consult the module descriptors (available on the University website) to get an idea of the precise content. PS2... and PS3... modules are second and third year modules, and as such it is strongly recommended that only students with prior study of psychology in their home universities should consider taking such modules. Table 1: Psychology Modules Available to International Students Code Semester 1 Code Semester 2 Module Name Module Name PS101 Biological and Developmental Psychology PS102 Cognitive and Social Psychology PS104 Research Design and Statistics PS105 The History and Methodology of Psychology PS201* Biological Bases of Behaviour PS204* Thought, Language and Social Cognition PS202* Perception and Memory PS302 Abnormal Psychology PS301 PS304 Conceptual and Philosophical Issues in Psychology Social Psychology: Conceptual and Applied Issues PS303 Developmental Psychology: Theoretical & Applied Perspectives * The 10 ECS modules available (PS201, PS202, PS204) each has a mandatory practical component. The timing of these sessions is not available on the college timetable, so if you are registering for one of these sessions please check the Department of Psychology timetable available on the Departmental website, Moodle and in the Departmental noticeboards, so that you do not inadvertently have a timetabling clash. 5

6 International Students Psychology Timetable Semester 1 (weeks1-12) TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY PS201 Biological Bases of Behaviour Exp Lab, Psychology Dept PS202 Perception and Memory Exp Lab, Psychology Dept PS301 Conceptual and Philosophical Issues in Psychology Exp Lab, Psychology Dept PS301 Conceptual and Philosophical Issues in Psychology Exp Lab, Psychology Dept PS304 Social Psychology: Conceptual and Applied Exp Lab, Psychology Dept PS304 Social Psychology: Conceptual and Applied Exp Lab, Psychology Dept. PS201 Biological Bases of Behaviour Exp Lab, Psychology Dept. PS104 Research Design and Statistics John Hume PS201, PS202 Practical and Seminar Sessions Exp Lab/Comp Lab, Psychology Dept PS201, PS202 Practical and Seminar Sessions Exp Lab/Comp Lab, Psychology Dept PS104 Research Design and Statistics Iontas Theatre PS101 Biological and Developmental Psych. Iontas Theatre PS201, PS202 Practical and Seminar Sessions Exp Lab/Comp Lab, Psychology Dept. PS201, PS202 Practical and Seminar Sessions Exp Lab/Comp Lab, Psychology Dept. 6

7 International Students Psychology Timetable Semester 2 (weeks13-24) TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY PS204 Thought, Language and Social Cognition, Exp Lab, Psychology Dept PS302 Abnormal Psyhcology, Exp Lab, Psychology Dept PS302 Abnormal Psychology, Exp Lab, Psychology Dept PS303 Developmental Psychology, Exp Lab, Psychology Dept. PS303 Developmental Psychology, Exp Lab, Psychology Dept. PS102 Cognitive and Social Psychology, John Hume PS204 (4 weeks) Practical and Seminar Sessions Exp Lab/Comp Lab, Psychology Dept. PS204 (4 weeks) Practical and Seminar Sessions Exp Lab/Comp Lab, Psychology Dept PS204 (4 weeks) Practical and Seminar Sessions Exp Lab/Comp Lab, Psychology Dept PS105 History and Methodology of Psychology, Iontas Theatre PS105 History and Methodology of Psychology, Iontas Theatre PS204 (4 weeks) Practical and Seminar Sessions Exp Lab/Comp Lab, Psychology Dept. 7

8 PS101 Biological and Developmental Psychology Module Code: PS101 Level: 1 Credit Weighting: 5. Semester: 1 Teaching Methods: 12 x 1hr lectures, 6 x 1hr tutorials. Planned learning activities: 32hrs. Independent student activities: 50hrs. Module Co-ordinator: Dr. A. Coogan, Department of Psychology. Lecturers: Dr. Michelle Kelly and Dr. A. Coogan, Department of Psychology. Module Objective To introduce the study of the brain, neurons and the nervous system. To examine the core principles of development in the period from conception through childhood. Module Content Basic neuroanatomy. Structure and function of the neuron. Neural communication. Genetic and environmental factors. Heredity and prenatal development. Cognitive and intellectual development. Social and emotional changes through infancy and childhood. Learning Outcomes On successful completion of this module the student should be able to: Outline the main facets of how the brain and its constituent nerve cells act to control behaviour; Describe the core principles/areas of developmental change in the period from conception through childhood; Discuss issues that comprise social, emotional, or cognitive development throughout childhood; Construct an appraisal, informed by the psychological literature, of a current topic in either biological or developmental psychology. Recommended Texts Bee, H., & Boyd, D. (2009). The developing child (12th ed.). New York: Pearson Education. Broks, P. (2003). Into the silent land: Travels in neuropsychology. London: Atlantic. Schacter, D., Gilbert, D., Wegner, D., & Hood, B. (2011). Psychology: European edition. Basingstoke, UK: Palgrave Macmillan. Pinel, J. (2009). Biopsychology (7th ed.). Boston: Allyn & Bacon. Sacks, O. (1998). The man who mistook his wife for a hat. New York: Touchstone. Assessment: Full year students: Total Marks 100. Essay (2,00 words) 20 marks, 1.5hr written exam at end of semester 1, 80 marks. Semester 1 only students: 5,000 word essay, 100% of module. 8

9 PS102 Cognitive and Social Psychology Module Code: PS102 Level: 1 Credit Weighting: 5. Semester: 2 Teaching Methods: 12 x 1hr lectures. Planned learning activities: 32hrs. Independent student activities: 50hrs. Module Co-ordinator: Dr B. Roche, Department of Psychology. Lecturers: Dr. B. Roche, Dr. Fiona Lyddy, Department of Psychology. Module Objective To introduce key concepts in cognitive and social psychology. Module Content The cognitive approach. Perception and memory. Thinking, reasoning and problem solving. The origins of social psychology. Self and social identity. Crowd behaviour and aggression. Social cognition and attribution. Obedience and conformity. Stereotyping and prejudice. Attitude and attitude change. Interpersonal attraction. Learning Outcomes On successful completion of this module the student should be able to: Provide a detailed overview of some of the key experiments in a specified area of cognitive psychology. Compare and contrast different theoretical positions within cognitive psychology. Identify and differentiate between prominent social psychological theories. Provide detailed examples of key social psychological experiments. Recommended Texts Kassin, S., Fein, S., & Markus, H. (2010). Social psychology (8th ed.). Belmont, CA:Wadsworth. Schacter, D., Gilbert, D., Wegner, D., & Hood, B. (2011). Psychology: European edition. Basingstoke: Palgrave Macmillan. Eysenck, M., & Keane, M. (2010). Cognitive psychology: A student s handbook (6th ed.). Hove, UK: Psychology Press. Gilhooly, K., Lyddy, F., & Pollick, F. (2014). Cognitive psychology.london: McGraw Hill. Assessment Total Marks 100. Essay (2,00 words) 20 marks, 1.5hr written exam at end of semester 1, 80 marks. 9

10 PS104 Research Design and Statistics Module Code: PS104 Level: 1 Credit Weighting: 5. Semester: 1 Teaching Methods: 24 x 1hr lectures. Planned learning activities: 12hrs. Independent student activities: 64hrs. Module Co-ordinator: Dr. D. Desmond, Department of Psychology. Lecturers: Dr. D. Desmond, Department of Psychology. Module Objective To introduce the foundations of research design, quantitative statistical inquiry and the use of qualitative methods in psychological research. Module Content Introduction to the research process. Descriptive statistics. Elementary statistical inference. Qualitative research methods. Learning Outcomes On successful completion of this module the student should be able to: Outline the use and interpretation of statistical tests; Explain key technical terms and concepts relating to data analysis and interpretation; Compute descriptive and inferential statistics; Summarise data using appropriate tables and graphical methods. Recommended Texts Brysbaert, M. (2011). Basic statistics for psychology. Basingstoke: Palgrave Macmillan. Haslam, S., & McGarty, C. (2003). Research methods and statistics in psychology (2nd rev. ed.). London: Sage. Howell, D. (2001). Statistical methods for psychology (5th ed.). Belmont, CA:Wadsworth. Howitt, D., & Cramer, D. (2000). First steps in research and statistics. A practical workbook for psychology students. London: Routledge. Howitt, D., & Cramer, D. (2008). Introduction to statistics in psychology: A complete guide for students (2nd ed.). Upper Saddle River, NJ: Pearson-Hall Education. Assessment: Full year students: Total Marks 100. Assignment 20 marks. 1.5 hr written examination at the end of semester 1, 80 marks. Semester 1 only students: Assignments 20 marks, supplemental assessment 80 marks. 10

11 PS105 History and Methodology of Psychological Research Module Code: PS105 Level: 1 Credit Weighting: 5. Semester: 2 Teaching Methods: 11 x 2hr lectures. 1 x 2hr research practical demonstration. Planned learning activities: 12hrs. Independent student activities: 64hrs. Module Co-ordinator: Dr B. Roche, Department of Psychology. Lecturers: Dr. B. Roche and Dr. R. Roche, Department of Psychology. Module Objective To introduce the history and development of scientific research within psychology, and to consider ethical, methodological and theoretical issues in modern psychology. Module Content The history of psychology as a scientific research discipline. Introduction to the scientific method. Experimental design. Conceptual and ethical issues in psychological research and practice. Research and report writing in psychology. Learning Outcomes On successful completion of this module the student should be able to: Outline the progression in the methodologies and subject matter of psychology; Describe the impact of notable figures in the history of psychology; Differentiate between scientific and pseudo-scientific psychological research; Define the main technical terms relating to research design and implementation; Apply the concepts of experimental design to the analysis of psychological phenomena. Recommended Texts Francher, R. (1996). Pioneers of psychology (3rd rev. ed.). New York: W.W. Norton & Co. Kantowitz, B., Roediger, H., & Elmes, D. (2000). Experimental psychology: Understanding psychological research (7th ed.). Belmont, CA: Wadsworth. Schultz, D., & Schultz, S. (2007). A history of modern psychology (9th rev ed.). Belmont, CA: Wadsworth. The British Psychological Society. (2009). Code of ethics and conduct. The Psychological Society of Ireland. (2003). Code of professional ethics. Valentine, E. (1992). Conceptual issues in psychology (2nd ed.). London: Routledge. Assessment: Total Marks 100. Assignment 20 marks. 1.5 hr written examination at the end of semester 1, 80 marks. 11

12 PS201 Biological Bases of Behaviour Module Code: PS201 Level: 2 Credit Weighting: 10 Semester: 1 Teaching Methods: 24 x 1hr lectures. 8 x 2hr practicals/seminars. Tutorials: 4hrs. Planned learning activities: 60hrs. Independent student activities: 96hrs. Module Co-ordinator: Dr Seán Commins, Department of Psychology. Lecturers: Dr Seán Commins, Department of Psychology. Module Objective To introduce how the brain and neurotransmitters influence various aspects of behaviour. To examine modern neuroscientific research techniques, including the theory and methods of psychophysiological recording. To examine illnesses associated with degeneration of the brain and neurons. Module Content The biological basis of rudimentary and complex issues, such as stress, sleep, learning and memory. The autonomic nervous system. The measurement of autonomic arousal. Neurodegenerative diseases, such as Alzheimers and epilepsy. Neurotransmitters, chemistry and receptor type. Modern neuroscientific techniques. Learning Outcomes On successful completion of this module the student should be able to: Appraise the contribution of specific brain regions to particular behaviours; Describe the symptoms and neural bases of various neurodegenerative diseases; Evaluate the relative merits of neuroscientific techniques used in research; Critically review the various types of memory and their underlying neural circuits; Conduct a research practical exploring a specific topic in biological psychology. Present the results from this practical appropriately, within the context of a research report. Recommended Texts Carlson, N. (2009). Physiology of behavior (9th ed.). Upper Saddle River, NJ: Pearson. Kolb B., & Whishaw, I. (2005). An introduction to brain and behavior (2nd ed.). New York: Worth. Pinel, J. (2009). Biopsychology (7th ed.). Boston: Allyn & Bacon. Assessment: Full year students: Total Marks 100: Essay 18 marks, practical report 22 marks, end of semester written examination 60 marks. Semester 1 only students: Total Marks 100: Essay 18 marks, practical report 22 marks, supplemental assessment 60 marks. 12

13 PS202 Perception and Memory Module Code: PS202 Level: 2 Credit Weighting: 10 Semester: 1 Teaching Methods: 24 x 1hr lectures. 8 x 2hr practicals/seminars. Tutorials: 4hrs. Planned learning activities: 60hrs. Independent student activities: 96hrs. Module Co-ordinator: Dr Patricia Gough, Department of Psychology. Lecturers: Dr Patricia Gough, Department of Psychology. Module Objective To examine the main concepts and issues in perception and memory research. To consider contrasting theoretical approaches to perceptual, sensory and memory phenomena, and applied issues. To introduce laboratory-based techniques in perception and memory research. Module Content Basic processes in visual perception. Theories of perception. Object and face recognition. Visual and auditory attention. Memory structures and processes. Neuropsychology of memory and perception. Applications of perception and memory research. Practicals exploring perception and memory phenomena. Learning Outcomes On successful completion of this module the student should be able to: Appraise the contribution of neuropsychological data to cognitive models of perception and memory; Explain the key stages underlying the perception and recognition of objects and faces; Describe the key structures underlying short- and long-term memory; Evaluate the principal cognitive accounts of perception, recognition and memory processes; Conduct a research practical exploring a specific topic in perception or memory; Present the results from this practical appropriately, within the context of a research report. Recommended Texts Ashcraft, M., & Radvansky, G. (2009). Cognition (5th ed.). Upper Saddle River, NJ: Pearson. Baddeley, A. (1999). Essentials of human memory. Hove: Psychology Press. Blake, R., & Sekuler, R. (2006). Perception (5th ed.). Boston: McGraw-Hill. Bruce, V., Green, P., & Georgeson, M. (2003). Visual perception: Physiology, psychology, and ecology (4th ed.). New York: Psychology Press. Eysenck, M., & Keane, M. (2010). Cognitive psychology: A student s handbook (6th ed.). New York: Psychology Press. 13

14 Groome, D. (2006). An introduction to cognitive psychology: Processes and disorders (2nd ed.). New York: Psychology Press. Goldstein, E.B.(2010, Sensation and perception (8th Ed.) Belmont CA: Wadsworth cengage learning Parkin, A. (1999). Explorations in cognitive neuropsychology. New York: Psychology Press.. Assessment: Full year students: Total Marks 100: Essay 18 marks, practical report 22 marks, end of semester written examination 60 marks. Semester 1 only students: Total Marks 100: Essay 18 marks, practical report 22 marks, supplemental assessment 60 marks. 14

15 PS204 Thought, Language and Social Cognition Module Code: PS204 Level: 2 Credit Weighting: 10 Semester: 2 Teaching Methods: 24 x 1hr lectures. 8 x 2hr practicals/seminars. Tutorials: 4hrs. Planned learning activities: 60hrs. Independent student activities: 96hrs. Module Co-ordinator: Dr Patricia Gough, Department of Psychology. Lecturers: Dr Patricia Gough, Department of Psychology. Module Objective To examine higher cognitive processes, including reasoning and problem solving. To consider symbolic and connectionist models of cognition. To explore psycholinguistic and cognitive approaches to language. To examine the role of cognitive psychology in understanding social cognition. Module Content Mental representation, imagery and concepts. Problem solving and reasoning. Symbolic and connectionist approaches to higher cognition. Language and thought. Language comprehension. Language production. Neuropsychology of language. Social cognition. Cognition and emotion. Practical work on issues in higher cognition. Learning Outcomes On successful completion of this module the student should be able to: Appraise the contribution of neuropsychological data to cognitive models of language; Describe the key stages underlying the production and comprehension of language; Evaluate accounts of the relationship between emotion and cognition; Evaluate specific cognitive accounts of problem solving, representation, language and emotional processing; Conduct a research practical exploring a specific topic in language processing; Present the results from this practical appropriately, within the context of a research report. Recommended Texts Ashcraft, M., & Radvansky, G. (2009). Cognition (5th ed.). Upper Saddle River, NJ: Pearson. Augoustinos, M., Walker, I., & Donaghue, N. (2006). Social psychology: An integrated approach (2nd ed.). London: Sage. Banich, M. (2004). Cognitive neuroscience and neuropsychology (2nd ed.). Boston: Houghton-Mifflin. 15

16 Bechtel, W., & Abrahamsen, A. (2002). Connectionism and the mind: Parallel processing, dynamics and evolution in networks (2nd ed.). Oxford: Blackwell. Braisby, N., & Gellatly, A. (2005). Cognitive psychology. Oxford: Oxford University Press. Carroll, D. (2006). Psychology of language (5th ed.). Belmont, CA:Wadsworth. Eysenck, M., & Keane, M. (2010). Cognitive psychology: A student s handbook (6th ed.). New York: Psychology Press. Harley, T. (2001). Psychology of language: From data to theory (2nd ed.). New York: Psychology Press. Pinker, S. (2000). The language instinct: How the mind creates language. New York: Perennial Classics. Assessment: Total Marks 100: Essay 18 marks, practical report 22 marks, end of semester written examination 60 marks. 16

17 PS301 Conceptual, Philosophical & Professional Issues in Psychology Module Code: PS301 Credit Weighting: 5 Semester: 1 Teaching Methods: Lecture hours: 24. Planned learning activities: 26hrs. Independent student activities: 50hrs. Module Co-ordinator: Dr Bryan Roche. Lecturers Dr Bryan Roche, Dr Deirdre Desmond and Dr Carol Murphy. Module Objectives To examine fundamental assumptions in psychological research and psychological science. To explore conceptual issues common to psychology, science and philosophy. To examine ethical issues in research and professional psychology. Module Content The distinction between science and pseudo-science. Fundamental assumptions, reality and truth in psychology. Philosophy of science for psychology: Logical positivism and its alternatives. Post-modernism and Psychology. Philosophy of mind. Embodiment. Ethics: Philosophical and psychological issues. Learning Outcomes On successful completion of this module students should be able to: Distinguish science from pseudo-science in accounts of psychological phenomena; Identify the main ontological and epistemological assumptions of psychological science; Evaluate the main philosophical influences on contemporary psychology; Critically review the influence of ethical considerations on best practice in psychology in research and applied settings; Construct an appraisal, informed by the relevant literature, of a current topic involving a specified conceptual, philosophical or professional issue in psychology. Recommended Texts Bem, S., & Looren de Jong, H. (2006). Theoretical issues in psychology: An introduction. (2nd ed). London: Sage. Brysbaert, M., & Rastle, K. (2009). Historical and conceptual issues in psychology. London: Prentice Hall. Forshaw, M. (2012). Critical thinking for psychology: A BPS guide. Oxford: BPS Blackwell. Hughes, B.M. (2011). Conceptual and historical issues in psychology. London: Pearson. 17

18 Koocher, G.P., & Keith-Speigler, P. (2008). Ethics in psychology and the mental health professions: Standards and cases (2nd ed.). UK: Oxford University Press. MacLachlan, M. (2004). Embodiment: Clinical, critical and cultural perspectives on health and illness. Maidenhead: Open University Press. Assessment: Full year students: Total Marks 100. Essay: 25 marks. 1.5hr Written examination at end of Semester 1: 75 marks. Semester one only students: Extended essay of 5,000 words: 100 marks. 18

19 PS302 Abnormal Psychology Module Code: PS302 Credit Weighting: 5 Semester: 2 Teaching Methods: Lecture hours: 24. Planned learning activities: 26hrs. Independent student activities: 50hrs. Module Co-ordinator: Dr Cliodhna O Connor Lecturer Dr Cliodhna O Connor. Module Objectives: To introduce students to the key conceptual approaches to abnormal psychology and current evidence regarding the aetiology, diagnosis and treatment of psychological disorders. Module Content: The concept of 'abnormality' in psychology; key theoretical paradigms in understanding abnormal thought and behaviour; the social context of mental health and illness; the classification of psychological disorders including psychosis, mood disorders, anxiety disorders and personality disorders; current evidence regarding aetiology, prevention and treatment of common disorders; the lived experience of mental illness. Learning Outcomes: On successful completion of the module, students should be able to: Define and critique the concept of abnormal psychology; Describe the characteristic features of the main types of psychological disorder; Understand how psychological disorders are classified and assessed; Critically appraise current evidence regarding the aetiology and treatment of psychological disorders. Recommended Texts: Barlow, D. H., & Durand, V. M. (2014). Abnormal Psychology: An Integrative Approach (7th Ed.). Stamford, CT: Cengage Learning. Cromby, J., Harper, D., & Reavey, P. (2013). Psychology, Mental Health and Distress. Basingstoke, UK: Palgrave MacMillan. Pilgrim, D., Rogers, A., & Pescosolido, B. A. (Eds.). (2011). The SAGE Handbook of Mental Health and Illness. London: SAGE. Assessment: Total Marks 100. Essay: 25 marks. 1.5hr Written examination at end of Semester 2: 75 marks. 19

20 PS303 Developmental Psychology: Theoretical & Applied Perspectives Module Code: PS303 Credit Weighting: 5 Semester: 2 Teaching Methods: Lecture hours: 24. Planned learning activities: 26hrs. Independent student activities: 50hrs. Module Co-ordinator: Dr. Carol Murphy Lecturer: Dr. Carol Murphy Module Objectives To consider different perspectives and theoretical approaches to the psychology of development and its applications. To explore personality, social, emotional, educational and cultural changes in the lifespan. Module Content Conceptual and further issues in developmental psychology. Different approaches to understanding developments in socialisation, emotion and personality. Understanding the role of other factors, such as culture, in human development. Learning Outcomes On successful completion of this module, students should be able to: Outline the history of developmental psychology; Describe the main schools of thought in developmental psychology; Discuss key areas that influence human development; Construct an appraisal, informed by the relevant literature, of a current topic in developmental psychology. Recommended Texts Bornstein, M.H., & Lamb, M.E. (2011). Developmental science: An advanced textbook (6th ed.) Mahwah, NJ: Lawrence Erlbaum Associates. Lightfoot, C., Cole, M., & Cole, S.R. (2013). The development of children (7th ed). NY: Worth. Lerner, R.M., Overton, W.F., Freud, A.M., & Lamb, M.E. (2010). The handbook of life-span development. NJ: Wiley. Vasta, R., Haith. M., & Miller. S. (1998). Six theories of child development: Revised formulations and current issues. London: Jessica Kingsley. Assessment: Total Marks: 100. Essay: 25 marks. 1.5hr Written examination at end of Semester 2: 75 marks. 20

21 PS304 Social Psychology: Conceptual & Applied Issues Module Code: PS304 Credit Weighting: 5 Semester: 1 Teaching Methods: Lecture hours: 24hrs. Planned learning activities: 26hrs. Independent student activities: 50hrs. Module Co-ordinator: Dr. B. Roche. Lecturer: Dr. B. Roche. Module Objective To explore advanced conceptual issues in social psychology and the application of social psychology to real-world problems. Module Content Social psychology and the built environment. Social relationships and pro-social behaviour. Theories of intergroup conflict. The dynamics of large scale social problems such as population growth, pollution and war. Group processes and decision making in legal and political contexts. Social psychology in the courtroom. Creating social contexts for a happy and healthy society. Psychological views on how to create a social utopia. Learning Outcomes On successful completion of this module students should be able to: Provide examples of large-scale social problems that can be understood as psychological problems; Assess the effectiveness of social psychological solutions for the wider problems of society; Review prominent theoretical and empirical accounts of how to effect large-scale behaviour change; Illustrate the application of social psychological findings in interventions designed to ameliorate social problems; Construct an appraisal, informed by the relevant literature, of a current topic in social psychology. Recommended Texts Argyle, M. (2001). The psychology of happiness. London: Routledge. Bell, P.A., Greene, T.C., Fisher, J.D., & Baum. R. (2001). Environmental psychology. California: Harcourt- Brace. Hogg, M.A., & Vaughan, G.M. (2008). Social psychology: An introduction (5th ed). Hertfordshire: Prentice Hall. Myers, D.G. (2008). Social psychology (9th ed). New York: McGraw Hill. Skinner, B.F. (1991). Beyond freedom and dignity. London: Penguin. Assessment: Full year students:total Marks: 100. Essay: 25 marks. 1.5hr Written examination at end of Semester 1: 75 marks. Semester one only students: Extended essay of 5,000 words: 100 marks. 21

22 EXAMINATION PROCEDURES FOR VISITING INTERNATIONAL STUDENTS VISITING US AND ERASMUS STUDENTS TAKING SEMESTER 1 OR FALL EXAMINATIONS ONLY For Semester One only students, assessments must be completed by the end of the teaching semester. A module grade may be based on continuous assessment only, in which case all assignments must be handed in before the end of the semester. Where a module is partly or wholly based on an examination, the examination will take place before the end of the semester, most likely in the final week of the teaching semester. Individual departments are responsible for administering these examinations. Departments may decide to replace an examination with an alternative but equivalent assignment due no later than the last day of the semester. Semester One only students may not sit the January examinations and must be available to do the examination and assignment at the times designated by their academic departments. This policy is not flexible. Please do not book your flight home before the end of term. VISITING US AND ERASMUS STUDENTS TAKING SEMESTER 2 EXAMINATIONS ONLY Assessment will follow the procedure applicable to all Maynooth University students. Students taking Semester 2 modules only will sit the Maynooth University summer examination. Students who are not available to attend summer examinations can register to take the examinations in August or must forfeit their credit. This rule is not flexible. Please do not book your flight home before the end of the summer examinations. Students with examination clashes should report these to the Examinations Office and alternative arrangements can be made. VISITING US AND ERASMUS STUDENTS STUDYING AT MAYNOOTH UNIVERSITY FOR THE FULL ACADEMIC YEAR Assessment will follow the procedure applicable to all Maynooth University students. Students taking the Semester 1 and Semester 2 examinations will take the official Maynooth University examinations in January and May. Students who are not available to attend the January or May examinations can register to take the examinations in August or must forfeit their credit. This rule is not flexible. Please book your return flight back to Maynooth after the Winter holidays, so you are available to take the January exams. Please do not book your flight home before the end of the summer examinations. Full year students may not sit Semester 1 examinations in December with Semester 1 only students. This is University policy and must be adhered to for administrative reasons. Students with examination clashes should report these to the Examinations Office and alternative arrangements can be made. 22

23 SUBMISSION OF ASSIGNMENTS Deadlines You will be given ample notice of deadlines for all assignments. On the day of the deadline, assignments should be submitted before 5pm. The dates given represent the final day on which assignments can be submitted without incurring a lateness penalty. You may submit assignments at any time before the deadline; you should manage your time accordingly. Submissions Essays and other assignments should be submitted in the assignment box located in the Department of Psychology on the second floor of the John Hume Building. Adjacent to the essay submission box you will find cover sheets appropriate to different types of course assignment. Please fully complete the relevant cover sheet, providing information on your identity and the assignment title, and attach to your essay or other assignment before submission. A stapler is normally provided at the essay box for this purpose but please come prepared to attach the cover sheet or alternatively collect and complete it in advance of submission. The Departmental website and the appropriate Moodle page contain a Departmental checklist for writing essays and practical reports, which you should use carefully while preparing your essay. The deadline for all assignments is 5.00pm sharp. Your assignment will be noted as received and date stamped at 5.00pm each day. All submitted assignments will be date-stamped on the day they are submitted or received (e.g. an essay submitted after 5 o clock will be date stamped with the next day s date). If you are off-campus, you may submit assignments by post and the date of submission will be the date of the postal mark. Again, it is your responsibility to ensure their safe and timely receipt. You should retain a copy of all submitted work and keep it safely through the academic year. You should also retain all returned work for re-submission to the Examination Board at the end of the academic year. Grades The standard of your psychology work will be indicated by a letter grade. A short document outlining the Department s marking scheme for all assignments is available to download as a.pdf file on the Departmental website. It is important to understand that the letter grades awarded for work submitted during the year merely indicate the percentage range within which the submitted work appears to fall and are provisional. Ultimately, all marks are subject to change under the advice of Examiners. Essay grades will be returned in person when students collect their marked and graded essays from the Departmental Office (Room SF12 on level 2 of the John Hume building). In addition to a grade, you will be given written comments. If you have any questions, make sure that you discuss these comments with your lecturer/teaching assistant before writing the next essay or practical report, so that you use the feedback to improve your writing. Lecturers consultation times are posted on their office doors or are available from the Departmental office. 23

24 Provisional student grades will be posted near on the relevant notice board. To protect your privacy, student numbers will be used in the place of student names. We strongly advise you NOT to share your student number if you are interested in protecting your privacy with regard to course grades. In addition to a grade, you will be given written comments. If you have any questions, make sure that you discuss these comments with your lecturer/ta before writing the next essay or practical report, so that you use the feedback to improve your writing. Lecturers consultation times are posted on their office doors or are available from the Departmental office. Penalties Work submitted late without supporting documentation will have one sub-grade deducted per day from that awarded (e.g. an essay graded a B-, but submitted two days late, will be awarded a C grade). All essays and other assessments must be re-submitted to the Departmental Office at the end of the academic year. Essays and other assessments are NOT returned to students after re-submission at the end of the academic year. Photocopying your work is therefore strongly recommended. Requests for extensions Students are notified of coursework deadlines well in advance. A deadline is a deadline. You should aim to submit your assignment well in advance of a deadline in order to protect yourself from unforeseen events in the days immediately before. It is also your responsibility to manage your materials (e.g. computer files) carefully and responsibly. Coursework grades are awarded, in part, for the successful and timely submission of work, and not just the content contained therein. However, students do experience genuine extenuating circumstances that warrant extensions to deadlines from time to time. The Department wishes to support individuals as much as possible in these circumstances. We appreciate that it is difficult for students who are struggling with issues to discuss these with the Department. We would like to reassure students that the Department will do its best to accommodate such difficulties and would encourage students to engage actively with the various supports that the wider University provides. Naturally, all sensitive information will be treated with the utmost respect and confidentiality. Extensions can only be granted by the Departmental International coordinator. An extension should be requested prior to the deadline. A student should not take an extension of his/her own accord or assume that its duration can be decided autonomously. A student should not expect to meet the international coordinator regarding an extension within 48 hours of that deadline. Extensions will not be granted for routine or minor illnesses (e.g. headaches, colds, etc.). Requests for extensions based on an illness or situation occurring more than five working days immediately prior to deadline are not normally granted. If such an extension is granted, the number of days extended is proportionate to the number of days covered by the appropriate documentation. When a Year Manager approves a request, s/he will set a new deadline that is directly in line with the nature of the situation, illness, or medical instructions. Even if previously requested, penalties will only be lifted when appropriate documentation is provided (e.g. a medical certificate or a death notice on R.I.P.ie). Vague medical certificates or documentation not specifying a timeframe that relates directly to the deadline are not acceptable. 24

25 When an assignment is submitted late (even if requested), the relevant documentation must be attached to the assignment. Loss of work due to failure of a PC, laptop, or memory stick does not warrant an extension. If this occurs, you may ask your Year Manager if you may bring the malfunctioning hardware to the Departmental Technician Mr. Derek Walsh, who may advise you on your technical situation. MARKS BREAKDOWN If you require a breakdown of your marks for the year beyond that provided by the Examinations Office, you should contact the Year Manager. Please note that a university-wide Consultation Day occurs following notification of the Summer examination results and Year Managers are available on that day to provide some general information of this kind. You will be notified of the date of Consultation Day in your examination pack. Post-exam consultation will occur only on this date. In general, academic staff will not be available to consult on modules between this date and the beginning of the new semester. Under no circumstances will such information be sent via , fax or regular post, and neither will such information be transmitted over the phone or given to a third party, including family members. Plagiarism The University has a formal policy on plagiarism which is available on the Maynooth University web site ( Specifically, you are required to sign a statement on submission of each assignment stating that the work is your own, that the wording of your assignment, unless indicated by quotation marks, is your own, and that you have cited your sources appropriately. Plagiarism-avoidance guidelines are also provided in tutorials throughout each year of the degree. You should also consider using an electronic system such as Turnitin, which can be accessed via Moodle, if you are in any doubt about your work. See also the following useful web site for guidelines on how to avoid plagiarism: Final Words The staff wish you the very best of luck with your studies this year, and we hope that you enjoy your time with us. We hope that you find this document helpful and informative. Any suggestions you might have for its improvement may be forwarded to the International Student Manager, Dr Andrew Coogan, in writing. 25