PL4S153 - Psychology: Contexts and Debates 01 Sep 2023 - 31 Aug 2028 | Version 2

Associated Module Information

Module Code: PL4S153
Module Title: Psychology: Contexts and Debates
Faculty: Faculty of Life Sciences and Education
Faculty Group: Psychology and Therapeutic Studies
Faculty Sub Group: Psychology
Module Leader: Rachel Taylor
Module Team: Susan Williamson, Kirsty Richards, Dan Bowers, Alexis Jones, Leigh Attwood
First Intended Intake: SEP 2027 Final Year of Intake: 2027
Date Closed:
Credit Value: 20 Credit Level: 7
Language: English
Percentage of Module Taught in Welsh: 0
Equivalent Module:
HECOS codes: 100493 - applied psychology 100497 - psychology
HECOS Code Weighting: 50 50

Document Version Information

Version 2
Valid From 01 Sep 2023
Valid To 31 Aug 2028

Module Aims

To provide students with information covering the core requirements for BPS accreditation in the areas of individual differences and conceptual/historical issues.
To foster a critical appreciation of how Psychology can be used to explain and provide solutions for real world problems and issues.

Content Summary

This module will address core topics in the areas of conceptual and historical issues and individual differences. Students will consider the scientific basis of psychology as well as major theoretical perspectives and historical paradigms. Students will assess contextual factors impacting stability and consistency in psychological functioning including personality, cognitive style, intelligence, physical and mental health and mood.
The first section of the module will provide a foundation in these topics as well as fostering a “psychological” approach to enquiry about behaviour and human functioning. These will then be explored more critically in the second section where these perspectives will be applied to key political and ethical issues in psychology, the challenges of addressing diverse groups within psychological practice and contemporary applied issues. The nature of the applied issues may change from year to year and will include input from external stakeholders as well as policy and practice developments from the British Psychological Society.

Learning and Teaching Methods

Activity Type Hours
Seminar 12
Independent Study 108
Directed Study 60
Formative Assessment - Independent 10
Interdisciplinary work 5
Problem / challenge based learning 5
Total Hours Selected 200

Learning Outcomes

# Learning Outcome
LO1 Critically assess core theoretical perspectives and paradigms and how these are impacted by individual difference factors.
LO2 Generate ethical solutions to real-world problems for diverse populations through the application of theory and research in psychology.

Module Requisites

N/A

Assessment Criteria

Assessment Category Assessment Type Description Duration Word Count Weight (%) Best of? Pass Mark
Synchronous Online Oral Assessment Presentation (Synchronous Online) 1 An individual pre-recorded presentation which critically appraises psychological research and outlines a psychological solution to a real-world problem. 7 N/A 50 No 50
Asynchronous Assessment Observational Journal 1 An observational blog recording reflections on individual differences in psychological functioning and how Psychology can be applied to real world problems. 0 1500 50 No 50

Assessment Matrix

Assessment Type Learning Outcomes
LO1 LO2
Presentation (Synchronous Online) 1 ✔ ✔
Observational Journal 1 ✔ ✔

Reading List

American Psychological Association History & Archives. Available at: https://www.apa.org/about/apa/archives 

British Psychological Society: History of Psychology Centre. Available at: https://www.bps.org.uk/about-us/history-psychology-centre 

British Psychological Society Code of Ethics and Conduct (2021). Available at https://www.bps.org.uk/news-and-policy/bps-code-ethics-and- conduct 

British Psychological Society Practice Guidelines (20121). Available at: https://www.bps.org.uk/news-and-policy/practice-guidelines 

British Psychological Society (2024): Psychology Matters. Available at: https://www.bps.org.uk/psychologymatters  and British Psychological Society (2025):BPS Manifesto for Wales. Available at: https://www.bps.org.uk/news/bps-manifesto-wales

Costa, P.T., McCrae, R.R. and Löckenhoff, C.E. (2019). Personality across the lifespan. Annual Review of Psychology, 70, 423-448. https://doi-org.ergo.southwales.ac.uk/10.1146/annurev-psych-010418-103244 

Duckworth, A.L. Quirk, A., Gallop, R. Hoyle, R.H., Kelly, D.R. and Matthews, M.D. (2019). Cognitive and noncognitive predictors of success. Proceedings of the National Academy of Sciences of the United States of America, 116, 23499-23504. Available at: https://www.pnas.org/content/116/47/23499 

Maltby, J., Day, L. and McCaskill, A. (2022).  Personality, Individual Differences & Intelligence (5th Edition): Harlow: Pearson 

Motherwell McFarlane, J., Shi, A.L., Ramoo, D. and Yousef, T. (2024).  Introduction to Psychology: Moving towards Diversity & Inclusion.  Available at: https://opentextbc.ca/psychologymtdi/ 

Muthukrisha, M., Henrich, J. and Slingerland E. (2021). Psychology as a historical science. Annual Review of Psychology, 72, 717-749. https://doi-org.ergo.southwales.ac.uk/10.1146/annurev-psych-082820-111436 

Piekkola, B. (2017). Conceptual & Historical Issues in Psychology. Sage Publications Ltd.