Business Psychology - BSc (Hons)

with a Placement Year

SP300 is concerned with methodology in psychology, with statistics in psychology, and how they interact. In the lectures, relevant topics in methodology and statistics are introduced over the course of the year (examples are design considerations, counterbalancing, sample versus population, descriptive statistics, histograms, summary statistics, hypothesis testing). There are a number of dedicated lectures looking at how the psychological literature reflects the methodological and statistical issues that have been addressed in the lectures, and how researchers have balanced the requirements of methods, statistics and theory-driven investigation

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This module provides students with an introduction to the methods, techniques and issues of cognitive and biological psychology. The module covers the historical development of cognitive psychology as a science, the brain processes which underlie human behaviour and behavioural genetics. The module focuses on the cognitive processes of learning, thought, perception, memory, attention, intelligence, psychopathology and disorders of cognition. Each topic includes a brief overview of its historical development before introducing students to the current theories, methods and issues. The module is taught through lectures and the accompanying psychology specific skills seminars.

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This module, along with other Stage 1 psychology modules, provides a foundation for Stages 2 and 3. It will provide students with an introduction to the methods, techniques and issues involved in the study of social psychology and developmental psychology. The emphasis of the module is on theory as the foundation of an empirical discipline and the importance of scientific methodology. It highlights the interplay between theory, research, and application in both social psychology and developmental psychology. In one part of the module, focus is placed on core theories and research in, as well as applications of, social psychology. In the other part of the module, focus is placed on core theories and research in, as well as applications of, developmental psychology. Each part begins with an overview of the historical development of the subject before introducing students to current theories and methods.

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This module will introduce students to key topics about Psychology in the workplace such as leadership, corporate crime, and workplace motivation – there will be a focus on the application of psychology to real business issues and questions, and lectures will focus on expertise within the School of Psychology at Kent. In particular, this module will focus on (1) fundamental applications of psychology, as a science, for understanding important business, work, and organisational issues, and (2) key research methods common in work and organization psychological research. Throughout the module, students will be encouraged to apply contemporary psychological concepts and methods to understand the application of psychology to core work and organisational issues.

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The Research Participation Scheme (RPS) enables students commencing their training in Psychology to gain experience with academic research through participation in studies conducted by staff and other students who are more advanced in their studies (i.e., Final Year, MSc, PhD). Students enrolled in the RPS accumulate credits that correspond to the time spent participating in studies. All studies offered via the RPS have received independent ethical approval and comply with the BPS Code of Human Research Ethics.

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This module will provide you with the fundamental skills needed to succeed in degree-level psychology. As well as explicit training in the mechanics of academic writing, referencing, and critical thinking, it will give you a thorough grounding in the psychology of effective learning, considering key topics from cognitive psychology (e.g. memory, attention) in terms of how they relate to successful study strategies.

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This module will introduce students to key topics in Forensic Psychology including the development of offending, the rehabilitation of offenders, the criminal justice system, criminal statistics, policing, and the public response to crime. In particular, this module will focus on (1) fundamental applications of psychology, as a science, for understanding important forensic issues, and (2) key research methods common in forensic psychological research. Throughout the module, students will be encouraged to apply contemporary psychological concepts and methods to understand the important forensic psychological issues outlined.

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The broad aims of the module are: (a) to provide a continued training in methodological skills appropriate to psychological investigation; (b) to provide advanced training in statistical techniques of the analysis of psychological data; (c) to provide training in computing skills for conducting analysis of psychological data; and (d) to provide direct experience of some of the phenomena encountered in other Stage 2/3 psychology modules.

The practical component of the module consists of a structured course of laboratory classes and non-laboratory sessions during which students work in small supervised groups designing and carrying out four research projects related to themes encountered in the department's other Stage 2/3 modules. A course of statistics lectures and computing workshops is closely linked to the practical classes. Computer–based statistical analysis is illustrated using R, a general-purpose statistical package.

Find out more about PSYC5000

The Research Participation Scheme (RPS) enables students commencing their training in Psychology to gain experience with academic research through participation in studies conducted by staff and other students who are more advanced in their studies (i.e., Final Year, MSc, PhD). Students enrolled in the RPS accumulate credits that correspond to the time spent participating in studies. All studies offered via the RPS have received independent ethical approval and comply with the BPS Code of Human Research Ethics.

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The module provides a comprehensive overview of the major theories and scientific discoveries in personality and individual differences, attitudes and social cognition, and the social psychology of group processes, interpersonal relationships and intergroup relations. It emphasises findings from systematic empirical research in both field and laboratory settings and focuses on key topics in classic and current research. Possible topics include mental abilities, emotions, self-esteem, the self, political attitudes, attraction, stability and change in personality and attitudes, social influence, leadership, social identity, prejudice, and prejudice reduction.

We will consider what personality is, why it differs between people, and what impact personality and individual differences have on life outcomes. We will also focus on the impact of perceptions of the self, others, and groups on attitudes and behaviour within close relationships, within groups and between groups.

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This module will provide students with theoretical instruction and opportunities for critical evaluation in abnormal psychology. It will examine the origins and identification of different forms of atypical cognitions and behaviours and investigate the psychological and social impact for patients. It will cover some of the major mental health disorders, focusing primarily on what research has to say about their social/cognitive/biological bases and the implications they have for treatment. In addition, the module will describe several methodological approaches, ask fundamental questions about the meaning of normality. The historical developments in this field will be examined and current interventions and treatments will feature highly in this module.

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This module will research the changing world of work and work options, for example paid, self-employed, portfolio, part time and gift work-against the context of such challenges as the financial/banking crisis, global warming, the neo-liberal economic model and the alternatives.

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This module examines behaviour, performance, and health and well-being of individuals in work and organisational situations. Teaching focuses, with varying emphasis, on the areas of psychological assessment, work design and organisational change, health and well-being, and positive and negative aspects of performance. Overall the aim is of the module is to provide an in-depth knowledge and understanding of core topics in business psychology.

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Students will attend up to four talks/workshops specifically relating to careers in Business Psychology (e.g. talks by consultant psychologists; recruitment agents). They will also participate in the Academic Peer Mentoring scheme as mentees. They will be required to keep a log book of all personal and professional development activities. This reflective practice enhances students' development, provides a record of activities for their CV, and contributes to employability.

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The focus of this module is on understanding how children develop. Understanding something of the processes of developmental change is a central part of any psychology degree, and by the end of this module you should be in a better position to understand the significance of child development for human psychology. As the course progresses we will move from issues germane to early infancy, through childhood and the associated social, cognitive and emotional changes the child experiences during that period, concluding with an overall look at the bigger picture.

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In this year, students undertake a placement with within an organisation that delivers psychological services. During this time their work will be under the joint supervision of an academic member of staff and a supervisor within the placement setting. The placement is typically 30 weeks in duration, and starts in September. While on placement, the student keeps a reflective diary where they reflect on their experiences on the placement. They also complete a research project under the supervision of the placement supervisor and academic supervisor. Students are typically on placement 4 days a week, and the fifth day is dedicated to completing coursework. Students on placement attend 'Back to Kent' days, when they return to the University and meet with one another, and the Placement Degree convener, to discuss their experiences.

Find out more about PSYC6170

In this year, students undertake a placement within an organisation that delivers a form of psychological or related service, such as the Health Service, Home Office, Education Department or Speech and Language Therapy Services. Students may also undertake research placements, so long as the work is clearly relevant to psychology. During this time their work will be under the joint supervision of an academic member of staff and a supervisor within the placement setting. The placement is typically 30 weeks in duration, and starts in September at the latest. While on placement the student submits monthly blog entries and/or keeps a reflective diary where they reflect on their experiences on the placement. Under the supervision of the placement supervisor and the Kent academic tutor, they also complete a research project (including either empirical work or extensive literature review to summarise how the latest psychology research can inform practice in the placement environment). Students are typically on placement 4 days a week, and the fifth day is dedicated to completing coursework (reflective diary and project). Students on placement attend regular 'Back to Kent' days, when they return to the University and meet with one another, and the Placement Year convenor, to discuss their experiences.

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This module offers an exciting opportunity to learn more about cutting-edge research into groups.

You will understand and apply group research to social policy, business, politics, marketing, etc. and get the chance to consider current affairs and personal experiences with the opportunity for small group discussions and team work. Example topics: alcohol and group processes, leadership, organisational identity, improving cooperation in groups.

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This module complements the focus of BSc degree on basic (fundamental) psychological research by providing training in applied psychology. The module equips students with an understanding of what is meant by applied psychology, of the domains in which psychology can be applied (e.g., in business, education, health, and the law), and decision rules governing applied psychology such as the balance between the cost and risks inherent in an intervention with its benefits. It would also introduce students to ethical, logistical, and methodological challenges in applied psychology. Students are also introduced to the history and philosophy of applied psychology, for example contrasting humanistic and behaviourist approaches to intervention, and a consideration of the role of socially constructed "value" in the application of science (for example, how prejudice versus homosexuality have waxed and waned as “problems” warranting psychological intervention according to prevailing social values).

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The module will systematically explore common logical and psychological barriers to understanding and critically analysing empirical research. Major topics to be considered include common fallacies of deductive and inductive reasoning, judgmental heuristics relevant to evaluating empirical research claims, essentials of a scientific method, misleading statistical and graphical techniques, establishing genuine associations, the role of inferential statistics for identifying illusory associations, essentials of causal inference, threats to the validity of experimental and non experimental research.

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All students are required to carry out a piece of psychological research on a specific topic, and to then present it as a report that adheres to the conventions of academic Psychology.

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This module focuses on practical aspects of applying psychology to work and organisations. The module combines teaching of conceptual frameworks with opportunities to engage in evidence-based practice through case studies, project work and/or participation in peer mentoring.

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