BSc (Hons) Psychology and Counselling Bachelor's degree at Strathclyde

This class introduces social psychological theories and research that provide insights into why people believe what they believe, and why they behave the way they do. Topics covered include attribution theory, aggression, prosocial behaviour, group influence, norms, conformity, obedience, and attitudes. It ends with an introduction to health psychology, demonstrating how social psychological principles covered earlier in the class are applied to pressing, real-world health issues such as dietary

This class will provide students with an introduction to and a deeper understanding of the range of different forms of psychological difficulty, in both adults and children. It covers syndromes of psychological difficulty, the key theories for their aetiology, and the main methods for assessing, studying and treating the different forms of psychological difficulty.

You'll be introduced to the main features of measurement, research design, and statistical analysis in psychology. Following a general introduction, the course presents fundamental concepts, issues, and debates in the field of research methods. You'll also become familiarised with the conceptual basis for inferential statistical testing, and introduced to different inferential statistics. Finally, a brief introduction to qualitative research methods takes place.

In this class, students are introduced to a range of approaches to counselling/psychotherapy, including important theoretical models such as Psychodynamic, Cognitive-Behavioural, Humanistic-Experiential, and Systemic models. It will cover classic approaches and more recent variations and developments, as well as integrative/pluralistic approaches. Each of these theoretical orientations approach the sources of human function and dysfunction from different perspectives and offer different understa

This class reveals how our understanding of higher mental functions has been enhanced through: theoretical and experimental studies of normal human cognition neuropsychological studies of how cognitive functions may be damaged as a result of brain lesions Topics covered include disorders of the perceptual system, memory and attention, and the role of the frontal lobes in planning, motivation, emotion, and personality.

This class will cover a range of approaches to psychology that emphasise human experience and potential for positive adaptation, growth and happiness. It'll cover both humanistic and positive psychology approaches. It'll first address classic forms of humanistic psychology, including existentialism, self-actualisation, human potential, phenomenology, the person-centred approach, and gestalt therapy. Then it will turn to recent developments in positive psychology, which emphasises factors that co

This class equips you with a broader, more advanced set of methodological and analytic skills. These skills are essential for carrying out the year 4 dissertation and for being able to read and understand articles published in academic journals.

This class will explain, explore and critically evaluate the principal theoretical approach adopted by the counselling component of the course: the person-centred-experiential approach to counselling skills.

Weekly 2-hour workshops across both semesters use guided experiential activities, group discussion and artwork to facilitate a greater understanding of self and self in relationship with others. Topics include prejudice and bias, spirituality, loss and change, sexuality, power, justice and ethics and self-care. Influences on how we learned to be the way we are and exploration of how we want to be are examined with the class. Development of the personal qualities of authenticity, acceptance and e

Students work in groups of three (triads) to practice development of listening skills following a person-centred approach. Feedback is offered each week by members of the triad, by Honours Year students on tutoring placement, and by the course team. Recordings of each listening practice are made by the listener and form the basis of the class assessment. Students are encouraged to use 'real-life' issues to bring to the triad work providing these are not overly traumatic to say or to hear. This w

Assessment: Recordings of each listening practice form the basis of the class assessment.

You're encouraged to think scientifically about conceptual and practical issues related to the study of individual differences, with specific reference to intelligence and personality. You'll gain the chance to put this knowledge into practice by designing your own measurement instrument.

This class allows you to consider current ideas and positions within social psychology. Four themes drive the class: Attitudes and attitude change, covering the Theory of Planned Behaviour and the Health Belief Model; Identity, with a focus on social, personal and group identities; Prejudice, connecting both attitudes and identities, and covering a broad range of areas such as social representations, stereotyping, prejudice and conflict; Epistemology, where consideration is given to the theory o

This class reviews the ways that children develop from infancy right through to the end of adolescence. Key theories are presented and used to explore the extent to which children's development is continuous or stage-like and whether specific skills develop more quickly than others. Issues relating to infancy, 'theory of mind' (understanding others' thoughts and beliefs), executive function (planning and monitoring abilities), language, and communication form the core themes in the class.

This dissertation provides students with the opportunity to conduct an independent piece of research, under the guidance of a supervisor, within any area of psychology. It demands the integration of research methods training, literature reviewing skills and an understanding of ethical considerations that students should have developed in the first three years of their Psychology degree. Undertaking and passing an empirical project/dissertation is a core requirement of the British Psychological S

This module is intended to provide continuing practical experience in listening/counselling skills. Before the placement starts, students are required to attend a number of skills practice sessions and submit a Statement of Competence (SoC). The SoC does not contribute to the final grade, but a 'Satisfactory' result must be recorded in order to pass this class. Students are then required to volunteer in a community setting in which they can apply the counselling skills learned in Year 3 (for exa

You'll be introduced to some of the core topics in cognitive psychology: Perception and action, particularly how we perceive time and recognise faces; Memory and learning, including models of episodic and working memory; Language, including word production, sentence comprehension, and discourse processing; Thinking, specifically problem solving, deductive reasoning and judgement and decision making.

The purpose of this module is to provide the opportunity for students to learn the basic principles of brain function, and to encourage students to address the implications of this understanding for their own view of how behaviour is generated. This will allow students to develop a model of brain function that will allow a more critical evaluation of psychological theories in other areas of psychology.