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University of Bedfordshire
Park Square
Luton
Bedfordshire
UK, LU1 3JU
Psychology is relevant in a multitude of sectors, but this course concentrates on one of its most interesting applications: criminal behaviour. You will receive a broad introduction to psychology before examining more specific questions of criminal psychology; questions like why individuals offend, who offends and who is most likely to be a victim.
You will also study the relationship between psychology and the criminal justice system, exploring police investigation, false confessions, expert witnesses, jury behaviour and treatment of complex offenders.
Key features
Areas of study include:
The assessment strategy reflects the academic rigor expected of a BSc (Hons) Psychology, BPS accredited degree. In addition you are expected to demonstrate your commitment to the notion of ongoing academic and personal development through your e-portfolio.
The assessments are designed to test your academic knowledge, oral and written skills, use of literature using primary and secondary sources, critical analysis of ideas, connections made between theory, practice, real life situations and the understanding and application of professional values, to include ethical issues as detailed by the BPS. You are also given the opportunity to self-assess your work to help you to identify your strengths and weaknesses.
Throughout your university career in Psychology you will be required to take a wide variety of types of assessment to assess your progression and success. Thirty credit units have three assessment points and 15 credit units have two assessment points. Feedback is given to students for each assessment point and it is expected that you will use this feedback for your own development and to inform your completion of future assessments.
The criteria for passing a unit are given in the University Regulations Section 3.1.7.
Examples of the range of assessment types are given below:
Written essays are used to assess:
Student presentations assess:
Computer-based assessments:
Portfolios are used to assess:
Reports are used to assess:
Exams are used to assess:
Case studies are used to assess:
Parent Information Pack is used to assess:
Article critiques are used to assess:
Computerised continuous assessments using BREO
1. Apply multiple perspectives to psychological issues and historical underpinnings of the psychology of criminal behaviour and its application across diverse elements of the criminal justice system. This is achieved through communicating competently, in both written essay and scientific style reports and through experience in making oral presentations to groups to articulate reasoned arguments that demonstrate a scientific understanding of the human mind, brain, behaviour, and experience, and of the complex interactions between these in determining criminal behaviour in order to improve systems involved in crime prevention and the detection, conviction and rehabilitation of offenders..
2. Carry out and / or analyse empirical studies involving a variety of methods of data collection both quantitative and qualitative, including experiments, observation, psychometric tests, questionnaires, and interviews and present and evaluate research findings in light of psychological theories together with evidence of using competently ICT applications, for example, specialist software, databases, laboratory equipment and psychometric instruments,
3. Work both independently and collaboratively to demonstrate an understanding and critical awareness of a range of issues, theories and empirical methods and findings in psychology including, for example, a mix of biological, cognitive, developmental, social, and criminological perspectives.
4. Use effectively personal planning and project management skills, to become independent and a pragmatic learner and to provide evidence of reflective practice of your academic and personal development evidenced through an e-portfolio.
5. Employ evidence-based reasoning and examine practical, theoretical and ethical issues associated with the use of different methodologies, paradigms and methods of analysis in psychology to identify and evaluate general patterns in behaviour, psychological functioning and experience.
6. Generate, explore hypotheses and research questions and to critically evaluate the role of empirical evidence in the creation and constraint of theory using library books, journal articles, catalogue databases and to critically review primary source material effectively.
7. Evaluate the various perspectives and methodologies underpinning psychological theories and research in psychology in the light of important debates in Psychology and their application to a range of real world situations.
8. Demonstrate a broad range of metacognitive skills relevant to vocational goals inside or outside Psychology.
9. Relate your subject knowledge to your personal development and experience showing professionalism and sensitivity to contextual and interpersonal factors by demonstrating confidence and the study skills required for future employment or postgraduate study.
10. Conduct an extensive piece of independent empirical research, including defining a research problem; formulating testable hypotheses / research questions, choosing appropriate methodologies, demonstrating awareness of ethical issues and obtaining the appropriate ethical approval, demonstrate the ability to reason about the data and present the findings effectively, discuss the findings in terms of previous research, evaluate methodologies and analyses employed and implications for ethics, work collaboratively with colleagues, participants and outside agencies where appropriate.
Forensic psychology is an important area of applied psychology. While it draws on other disciplines, it has its own unique body of research using an integrative approach and addresses questions and issues that no other discipline in psychology explores.
Examples include: risk assessment with respect to the potential for violence, criminal behaviour, aggression, and juvenile delinquency, jury behaviour and selection, the accuracy of eyewitness testimony, the psychology of confessions and false confessions, the dimensions and assessment of legal competency and insanity, domestic violence and family law including custody evaluations, prevention and treatment of antisocial behaviour.
More specifically, students will be introduced to the domain of criminal behaviour from a predominantly psychological theoretical perspective and will be provided with an awareness of the variety of offending behaviours, the means required for managing them and methods for evaluating the effectiveness of interventions. These goals will include discussions of ethical and legal conflicts and dilemmas a forensic practitioner might encounter working within the legal system. Ways to resolve such conflict, including standards applicable to the science and practice of criminal psychology and the role of the expert and fact witness outside of the clinical realm, will be considered.
The aims of the programme are to:
The Psychology Division is innovative in its use of different teaching methods to include virtual learning environments, computer based learning and assessment, and multimedia instruction. This is in addition to a range of seminars, tutorial and lab based activities where you will learn how to use specialist equipment and software. The Division aims to encourage you to reach your personal potential by enhancing your knowledge, skills and self awareness through the development of critical enquiry, analysis, evaluation, reflection and synthesis.
The Psychology Division places strong emphasis on student support so that you are in a good position to achieve your maximum academic potential and to enjoy the University experience. We are very aware of the differing needs of our students and this is reflected in the range of support mechanisms that are available. The Psychology Division places particular emphasis on the accessibility and availability of the teaching team.
The induction programme is designed to provide you with a range of activities to introduce you to the Psychology Division and your degree programme. We aim to foster a sense of belonging to the University and your award programme in order to nurture your academic and professional identity. During induction you will hear about the structure of the curriculum and the British Psychological Society (BPS) accreditation of our awards and what this means together with the opportunity to apply for student membership with the BPS. You will learn how to access your unit results using e-vision, learn about creating your personal e-portfolio using PebblePad and practice using BREO the universitys virtual learning environment. At a very early stage you will be allocated a Personal Tutor. who works closely with the Field Chair. Short talks will be given by various services available to you in the university, for example, the Student Services, Professional and Academic Development (PAD) unit, Learning Resources Centre (LRC) and the Centre for Personal and Career Development (CPCD).
The Personal Tutor system will provide you with the opportunity to have one-to-one structured meetings to discuss your academic progress. This may mean considering ways in which you can enhance your strengths and give you the space to describe any difficulties you may be having with your study programme or any difficult situation you may find yourself in during your time with us. We are here to help. In addition all members of the teaching team have weekly drop-in sessions where issues relating to the study of an individual unit can be discussed directly with the unit co-ordinator and other members of the unit team. If you do need to contact a member of staff you are encouraged to do so either in person, by telephone, or by email.
A feature of the psychology programmes is the level of IT and technical support given. Tutorial and lecture material is supplemented with hands-on experience of using a variety of types of software and help with statistics and report writing is available. Additional IT/Statistical drop in sessions are available at different times during the week for students at all levels within the department, with extra sessions put on specifically for level 3 students undertaking their dissertation.
The Professional and Academic Development team are able to help you through study skills workshops or with one-to-one sessions to help you improve the quality of your written assignments, understanding statistical concepts, organisations skills to help you manage your study programme, language skills and much more. PAD can be contacted via the PAD BREO site that you will be automatically enrolled on.
At the Student Centre you will find the Disability Advice Team and the Counselling Service. The Disability Advice Team is available to discuss any issues you may have and can provide services such as dyslexia screening. The Learning Resources Centre (LRC) offers a range of services and specialist software and equipment. The counselling service is available at Student Services and assists with personal, and financial difficulties.
The LRC provides valuable resources to enable you to develop essential information literacy skills, knowledge and understanding of the range of online databases available to you so that you are in a good position to expand your knowledge of Psychology. The Psychology Division works closely with our subject specific librarian and with our commitment to supporting students employability skills we have embedded into the curriculum as series of lectures, tutorials and workshops to enhance your information literacy skills. These sessions are directly linked to other aspects of the Psychology curriculum and become more complex and detailed as you go through your degree programme. In addition, our subject librarian is available for one to one support outside of the teaching programme.
The Centre for Personal and Career Development helps students to reflect on their unique capabilities, interests and circumstance which can be expanded whilst at university and to prepare you for successful employment or postgraduate study. This service offers one-to-one career coaching on job search, how to complete application forms, interviews techniques, and study and career planning. Also available to help you with your future after graduating is the Job Shop which is a service designed to help you gain valuable skills such as team-working, problem solving, communication, planning and organisation. If you are interested in Community Volunteering then visit the Centre for Personal and Career Development to help to build your personal confidence and participate in work experience. The Psychology Division works closely with the Centre for Personal and Career Development. The Centre delivers lectures and workshops which are embedded into the Psychology curriculum to both get you to consider the Psychological aspects of your career choice and personal development along with facilitating you to develop very practical employability skills. We also host a Going Professional Conference every year where employers and graduates are available to discuss your career options.
Some units include grades for the outcomes of group work. Students will often be expected to work in groups or discuss issues in groups as part of the teaching and learning programme. At level 2 working with others is explicitly assessed. You are also expected to work collaboratively with your peers and staff at all levels and in particular at level 3 with your dissertation supervisor.
The degree aims to provide an understanding of real life applications of theory to experience and behaviour in both normality and illness. This aim is built in to the course.
Furthermore, you will encounter a range of examples of the application of psychology relevant to a future career in psychology or in a profession where such knowledge and skills acquired during the degree would be useful. Throughout the course you will have lectures and workshops given by the Centre for Personal and Career Development.
The Psychology Division works closely with the Centre for Personal and Career Development and embedded into the curriculum at all levels you will engage in career development activities. At level 1 you will be introduced to a model of personal and career development based on the SOAR (Kumar, 2007) model and underpinned by career development theories. You will be introduced to career management skills and taught how to construct an e-portfolio to use throughout your degree to record your academic development, self reflection and career aspirations. At each level your e-portfolio will be submitted for assessment.
At level 2 you will consider the psychological and social factors that have impacted on your developing academic and professional identity. You will investigate the links between personality and career choice together with advice on communicating effectively to employers such as writing a CV. You will also be asked to think about the relationship between your future level 3 dissertation topic and how it might support your career choice. We hold a Going Professional Conference with invited speakers from a range of professions in Psychology plus Psychology graduates.
Working with the Centre of Personal and Career Development at level 3 you will have the opportunity to engage in practical careers workshops to enhance your interview skills and to produce a high quality your CV, and personal statement.
The practical and specialised skills you acquire on the course in conjunction with the exceptional qualifications, will help to qualify you for fascinating career opportunities in the police, prison service, social services, mental health sector and more. It will also prepare you for further study in any specialist area of psychology, especially the MSc
in Forensic Psychology (also offered at the University of Bedfordshire).
The degree aims to provide an understanding of real life applications of theory to experience and behaviour in both normality and illness. This aim is built in to the course. Furthermore, you will encounter a range of examples of the application of psychology relevant to a future career in psychology or in a profession where such knowledge and skills acquired during the degree would be useful. Throughout the course you will have lectures and workshops given by the Centre for Personal and Career Development.
The Psychology Division works closely with the Centre for Personal and Career Development and embedded into the curriculum at all levels you will engage in career development activities. At level 1 you will be introduced to a model of personal and career development based on the SOAR (Kumar, 2007) model and underpinned by career development theories. You will be introduced to career management skills and taught how to construct an e-portfolio to use throughout your degree to record your academic development, self reflection and career aspirations. At each level your e-portfolio will be submitted for assessment.
At level 2 you will consider the psychological and social factors that have impacted on your developing academic and professional identity. You will investigate the links between personality and career choice together with advice on communicating effectively to employers such as writing a CV. You will also be asked to think about the relationship between your future level 3 dissertation topic and how it might support your career choice. We hold a Going Professional Conference with invited speakers from a range of professions in Psychology plus Psychology graduates.
Working with the Centre of Personal and Career Development at level 3 you will have the opportunity to engage in practical careers workshops to enhance your interview skills and to produce a high quality your CV, and personal statement.
A foundation degree will be of particular interest if you have completed a Modern Apprenticeship, vocational A levels, BTEC National or equivalent.
Foundation degrees are also particularly suitable if you want to qualify while working.
Many students studying for foundation degrees come to us through work-based routes so you can apply for a foundation degree even if you don’t have traditional academic qualifications.
We welcome applicants with relevant work experience.
We will consider you as an individual and take into account all elements of your application, not just your qualifications. We are looking for both breadth and depth in your current studies as well as enthusiasm for the subject you wish to study.
The general requirement is one of the following:
Postgraduate applications (MA/MSc) should be made direct to the University using the standard University application form. There are some exceptions, please see individual course descriptions for details.
As a general guide, to apply for a place on an undergraduate course (BA/BSc) at the University you need to have completed your high school education and have the required English qualification.
We have students from all the European Union member countries so we are quick to make decisions on most qualifications.
(Please note that applicants on a full student visa are not eligible for part-time study)
We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your application.
Please read the Direct application instructions before completing the course application form.
Application forms for accommodation in the student halls at Bedford campus and Luton campus are available in the Student life section
APL is available for international students applying for undergraduate (Bachelor degree) study. Please do not use this APL form to apply for postgraduate courses.
Use the APL form to tell us about any non-standard qualifications and/or work experience you have that you think should be taken into consideration with your application. `
The APL form should be submitted at the same time as the course application form.
We regret we are unable to process APL forms from students who have not submitted a formal course application form.
Return your completed application to:
University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom
T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk
The teaching team offers you an exciting and engaging curriculum that incorporates their research expertise and supports the requirements of the British Psychological Society. In terms of curriculum content the course covers the main topic areas of, social psychology, cognitive psychology, individual differences, problem solving and reasoning, developmental psychology, and biological psychology. There are also options in health psychology, cognitive neuropsychology, counselling and coaching psychology.
Throughout the course there are Research Methods and statistics units incorporating both qualitative and quantitative methods. The programme offers an employability focused curriculum involving realistic learning with aspects of psychology tied to real life scenarios and practice.
The staff in the Psychology Division will involve you in a range of student centred learning activities, which will support you in your academic and personal development. Teaching methods include lectures, discussion based seminars, presentations by class members, group work, tutorial activities, problem solving, simulations, computer-based activities, problem based learning, and so on. You will also examine case studies and have the opportunity to attend invited lectures from professionals in the field. Further material will be available on a Virtual Learning Environment (VLE) known as BREO. This contains a variety of material and is used in a variety of ways including e-learning and accessing sites elsewhere that provide practice at certain skills and illustrations of various topics. However, as this is a scientific course, you will have the opportunity to take part in and to run experiments as part of both your learning and assessment.
These activities are designed to:
The BSc (Hons) Psychology curriculum and delivery:
The curriculum is designed to support your learning and experiences within the Psychology Division and the wider University. In studying Psychology you will work within an ethical framework and guidelines that incorporate the British Psychological Society guidelines together with the ethical procedures detailed by the Psychology Division and the University. The ethical framework will guide you in understanding how to conduct research in the context of psychological investigations.
The theoretical and historical underpinnings of modern psychology are discussed and how these relate to everyday life and human thinking. The diversity of methods used to deliver the curriculum recognizes the need for application to situations encountered in real life settings. You will be able to engage in student lead activities such as working in teams to allow you to reflect on your contribution as an individual and how you work in a group. You will be given a wide range of opportunities to engage with the learning process and develop relevant skills, such as, engaging in tutorial activities, seminar discussions in groups and critically assessing the knowledge of peers in intergroup exercises. The Psychology units, in particular counselling also offer interactive skills based sessions, workshops investigating working styles and how to manage conflict between working styles. In other units you will experience peer review, role play and presentations.
The course team is actively engaged in research within their specialist areas. Our research is embedded into the curriculum so that you develop an understanding of the importance of research within different areas of psychology, and how to go about conducting research and interpreting the results. You will also have the opportunity to work collaboratively with staff either through their research or through your own work on your Level 3 dissertation with the possibility of conference presentation.
Student engagement:
We view the student experience as a broad umbrella term encapsulating a variety of features, such as: a sense of belonging to the division and wider university, engagement with the subject matter, the department, the faculty, support services and the social and cultural experiences of the department and wider university.
We also aim to foster a sense of belonging through our induction programme and our teaching and student support through out the degree programme.
During your studies you will become actively engaged with the subject in a number of ways, for example, we will train you on how to use Powerlab which is specialist equipment to measure heart rate and galvanic skin response and you will also have the opportunity to learn how to use EEG equipment. Engaging in small scale experiments designed to test some aspect of cognition including classic experiments as well as learning how to use Superlab to generate your own experiments are also features of the course.
You are explicitly encouraged to reflect on your everyday experience and how it relates to the topics and theories covered in the curriculum. By embedding this applied approach to the study of Psychology in the curriculum we aim to provide you with a meaningful curriculum that will help you to develop your personal interest, your practical and intellectual skills and fully engage you in the development of your studies.
In line with our commitment to provide a positive student experience, mechanisms such as, offering a range of tutorial times, flexibility in contacting staff, and unit evaluation and review are designed to maximize the potential for your involvement. The University committee structure allows for two representatives on the Field Committee and student representation on the Faculty Field Committee. This gives you the opportunity for extending your professional development and to inform course developments.
Personalised Learner Development:
We have integrated into the Psychology curriculum personalised learner development with the aim of helping you to:
Code of Professional conduct:
The University and Course Team will do our best to offer both a rewarding programme of study and the facilities in Luton necessary to ensure that students can make the most of their time here. In order for us to be able to help you make the most of the Course, you need to meet several responsibilities by.
As psychologists we are expected to abide by the BPS code of conduct and ethics. These are built in to all research activities you are expected to perform and are explicitly taught from Level 1 onwards. There is a BREO site specific to research ethics that you will need to make use of during your programme of study.
There are no particular issues of accessibility to the curriculum for disabled students. Any new developments within the Psychology Division are reviewed to ensure that they comply with the 2001 Special Needs and Disability Act. The combination of face-to-face and on-line resources enables a flexible approach that aims to be learner centred. Where individual support needs are recognized the course team works with others within the University to ensure that student needs are addresses.
There is some laboratory based work although this is mostly on computers and should not normally pose a problem. There are procedures for students with dyslexia and some software that might help some students with dyslexia or mild visual problems. Students with hearing problems have been successful on Psychology courses in the past. The Psychology Division has technical support and if your disability causes problems with the use of conventional computers then alternative arrangements can be discussed.
Communication
To help with the development of this you will:
Be encouraged to develop cogent arguments supported by relevant evidence to write both essays, scientific-style reports, through experience in giving oral presentations to groups and in producing a poster. You will be supported through feedback to feedforward mechanisms, formative and summative assessment procedures, and classes on report writing techniques. Group work, and in-class discussion and debate will also help to develop your communication skills. Each of the units will require you to reflect on your learning and academic development in order to produce an e-portfolio. This will help to develop your transferable skills, while starting to think about career options and pathways.
Further guidance on study skills is provided in the Field Handbook Part 2.
Information Literacy
To help with the development of this you will:
Be expected to make full use of the Universitys Learning Resource Centre and to be proactive in researching your work. You will also be given guidance on using the facilities provided by Learning Resources. All units are designed to enhance the development of your information literacy skills culminating in the Honours Project. You will be encouraged to retrieve and organise information and become familiar with locating and critically evaluating primary source materical. All units are linked to BREO (a Virtual Learning Environment) which in turn incorporates links to Learning Resources and relevant pedagogical web-sites. You will be expected to develop your skills in word processing and the use of programmes such as Powerpoint. You will be given training in the commonest and one of the most powerful statistics packages (SPSS).
Research and Evaluation
To help with the development of this you will:
Be given training in research methods and ethical implications of conducting research at levels 1 and 2 and in the dissertation unit at level 3 by which time a degree of autonomy is assumed, specifically using and interpreting statistics and data analysis together with detailed knowledge of ethical considerations.
The staff team will help you to develop your research and evaluative skills so that you can interpret and understand basic statistics concepts at level 1 and develop this understanding further in units involving lab-based work at level 2. Understanding the Results sections of journal articles is an important skill developed through the 3 years of the programme.
You will be helped in the acquisition and mastery of a range of research skills and methods, both quantitative and qualitative, for investigating experience and behaviour, culminating in an ability to conduct research independently. These research skills feature in the dissertation units and build on the skills developed over the previous two years.
Specifically these skills include:
Furthermore, the dissertation incorporates the final stage of Personalised Learner Development and the completion of a Progress File under the guidance of your dissertation supervisor. This aspect includes a continuation of the key skill of improving ones own learning and performance, and an appreciation of your career development.
Creativity and Critical Thinking
To help with the development of this you will:
Be required to evaluate arguments and underlying assumptions underpinning theories and research in psychology in light of important debates in the discipline and the application to real world situations. Problem solving is an integral part of the programme and you will be faced with a wide variety of novel tasks (including interpretation of observations and hypothetical case studies and analysing behaviour). Explicit advice will be given on those topics within the relevant unit.
Personalised learner development (PLD) is a key aspect of the degree to facilitate higher level learning. We aim to help you reach a much deeper level of understanding about the learning process, and, in particular, about yourself in new learning contexts, whether personal, academic or in relation to your career. This understanding, as well as tools acquired through the process, should equip you to improve your own learning and performance in a wide range of circumstances, increasing skills of self-reliance, self-direction, self-monitoring and self-evaluation useful to both academic and professional life.
You will undertake units at all levels where personalised learner development and the development of key skills is embedded into the curriculum. This is achieved by using a variety of teaching methods in order to encourage you to adapt your learning styles and to develop your confidence as independent learners. For example, a lecture may require you to develop note taking skills, a tutorial to work with others in a group to complete a task, to produce a draft of an essay/report so you can engage in a peer review process, or to receive feedback on the draft from tutors so that you can address the recommendations in preparation for the final submission of the essay / report.
Progress files are written by all students using e-portfolio. You will be introduced to e-portfolios at level 1 and at each level a substantial aspect will be a reflective essay supported by evidence of your development of study skills, learning resource skills and employability skills. The development of these skills is embedded into the psychology curriculum and the e-portfolio will provide a means for you to record your progress.
At each level there is an assessment point attached to a unit (level 1 Research Methods, Level 2 Social and Developmental Processes Through the Lifespan, and level 3 the Dissertation) relating to the development of your portfolio and clear guidelines on this are give in the relevant unit handbooks. The portfolios will include an essay and evidence to support your discussion points. The portfolios will be submitted for assessment towards the end of each academic year.
At each level you will encounter various challenges to report in your e-portfolio ranging from a reflection of your development of research skills, assessing your skills in relation to your experience in working with others during lab based sessions and your assessment of how you have felt that your feedback from an experimental report as help you in writing future. You will also be able to produce action plans for your study programme, comment on the individual and social influences that may have impacted on your academic identity and you can describe your academic/professional plans for the future and how you aim to pursue these.
Your portfolio will travel with you and provide the basis of continuous personal development from one level of learning to the next. You will be given training from the Centre for Personal and Career Development staff in writing competence based self-evaluations against skills and experience typical of graduate jobs. You will also be asked to outline your skills, experience and personal qualities for job applications and also to provide evidence and examples to support your claims. The compilation of your progress file is a developmental process over the three years of your studies.
The core curriculum conforms to the British Psychological Societys Quality Assurance Policies and Practice for First Qualifications in Psychology 2008. The objectives of BPS Accreditation are designed to ensure that programmes of study:
Professional Standards in Psychology are incorporated into the subject skills and teaching and learning elements of the QAA Academic Subject Benchmarks (Psychology).
The curriculum infrastructure has been drawn from significant documents including those above which identify the benchmarks for a BPS accredited curriculum and the standards to be achieved and maintained by both students and psychologists. The mapping of these documents against the curriculum (incorporating relevant skills and aptitudes) for this award is conducted on a regular basis and is a requirement for BPS accreditation of our courses.
We are required to undergo five year reviews to maintain full accreditation including accreditation visits every ten years. There are also interim resource reviews to ascertain that physical and human resources are adequate to ensure professional standards and continued accreditation.
The role of ethics and ethical procedures for psychologists are explicitly taught and incorporated into all practical assignments including relevant aspects of the BPS Code of Ethics and Conduct. There is a BREO site dedicated to ethical procedures for students and staff including guidelines and the relevant forms to obtain ethical approval. Participation in experiments is expected (but not a course requirement) so that you have a practical understanding of what it is like to take part as a subject in a variety of types of experiment. The Code of Ethics and Conduct is available from the BPS website.
How to avoid plagiarism is explicitly taught at level 1 and guidance is available in the Study Guide and Field Handbook.
Attendance and punctuality are monitored.
(All pdf documents mentioned above are available to students on BREO.)
