Why study this course

Learn about the range of core psychological domains and methods, accredited by the British Psychological Society (BPS)

Learn about and engage with on-site research projects, exploring contemporary issues such as mindfulness, psychopathy and the science of dreaming

Do you want to be an advocate for change for atypical learners? Explore how categories of need are created through divisions within social and educational systems and learn to challenge these inequalities.

We are inclusive in all aspects of delivery and provide you with opportunities to have your say, to make and be the difference.

Course summary

Through studying a Psychology degree at BGU you’ll gain an in-depth understanding of the scientific nature of the subject and of its wider cultural and social impact. This course will develop your understanding of psychology and its theories of the mind, emotions and behaviour and become familiar with how these theories are applied in our lives, communities and societies.

Throughout the study of Special Educational Needs, Disability and Inclusion (SENDI) you will examine theoretical arguments in relation to opportunities and challenges for different groups in society. The course offers placements where you can engage with practice and develop an understanding of different categories of need including; cognition & learning, social, emotional and mental health, sensory and communication needs. The course covers the broad spectrum to focus upon specific and more complex needs. On this degree will challenge your own beliefs and values, as well as those of others, and become an advocate for change.

Key facts

Award

BA (Hons)

UCAS code

CX83

Duration

3 years

Mode of study

Full-time

Start date

September

Awarding institution

Bishop Grosseteste University

Institution code

B38

Apply for this course

When you're ready to apply, the route you take will depend on your personal circumstances and preferred method of study. Click the relevant button below to start your application journey.

About this course

Psychology

Do you ever wonder why is it we behave as we do? How do gangs, teams and friendship groups form? Do you wonder if smiling really does make you feel more positive? Do you often venture into the bigger questions about life and who we are?

Psychology has a science base, yet includes a balance of liberal arts, technological knowledge, statistics and computer-based skills. As well as classic psychological theories and research, on this undergraduate degree you’ll be debating social issues, studying specific mental processes, such as memory, language and attention, as well as broader issues and theories – both historical and contemporary. As well as applying psychological knowledge to a range of subjects, you will develop your skills in problem-solving, data analysis, predict and reasoning, with a focus on real-world application.

Here at BGU in Lincoln, we ensure you have close support and contact with your tutors and, with small group sizes, you’ll always get the support and feedback you need on your course. We also know how important it is to experience a real working environment so, through work placements and other projects, you’ll be equipped for whichever career path you may choose after your degree. With research-informed teaching and research-active staff, you’ll receive scientific training and gain an in-depth understanding of the nature of the subject, at the same time as applying your knowledge and theory to real-life.



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Special Educational Needs, Disability & Inclusion

This course equips you with a critical understanding of sociological, psychological and philosophical values that shape Special Educational Needs, Disability and Inclusion (SENDI). On this degree you will explore policy and practice, in different educational, cultural and social settings, promoting appreciation for the need for inclusive, relevant and ever changing strategies to meet diverse learning needs.

The programme challenges how we see, interpret and respond to needs in practice, seeking solutions and opportunities to become advocates for change. You will develop knowledge and understanding of different categories of need and acquire skills in meeting needs through examining theory and engaging in research based placements. The SENDI programme is structured to develop subject specific confidence and graduate attributes through study of broad themes initially to more specialised SENDI topics.

What you will study

As a student on this course, you may study some or all of the modules listed below.

This module will introduce you to core areas and methods integral to the discipline and study of psychology. It will provide a historical and contextual backdrop to psychology as a scientific discipline, as well as a focus on research methodologies. This module will introduce you to the wonderful world of numberland, where you will embark on a quantitative journey through research methods and statistical techniques. It will equip you with the tools necessary to investigate questions you may have about human psychology, and to do it in a robust and scientific manner. It will explore aspects of research design, underpinnings of statistical theory, as well as core statistical techniques such as t-tests and correlation. It will analyse data using statistical software and interpret related output appropriately. This module will also provide an introduction to qualitative research methods, where you will be introduced to a range of applied qualitative methods in psychology, the core philosophical underpinnings of such techniques, as well as its relation to quantitative methods.

The module will provide you with an understanding of developmental psychology across the lifespan, exploring physical development, cognitive development, social and emotional development throughout childhood and later into maturity. You will gain a deeper understanding of the theories, themes and concepts in developmental psychology and appreciate that development continues throughout the lifespan and is influenced by a range of factors including class, culture, gender, ethnicity and heredity. In addition, you will learn about the current issues and methods involved in lifespan research, together with specific empirical studies that address developmental research questions and contemporary and cross-cultural developments that have emerged in the field.

This module will immerse you in the origins of psychology, with respect to early understandings of what psychology is (Plato; Aristotle), as well as the development and establishment of Psychology as a discipline in its own right. You will be introduced to the history of science and the Scientific Revolution, as well as corresponding developments in metaphysics and epistemology as manifested in The Enlightenment, and how this contributed to the emergence and shaping of psychology as an experimental science from which behaviourism and the cognitive revolution later emerged. This context will enable you to understand debates within psychology that concern it’s standing as a science and the differences in psychological research methodologies that accompany those debates. Focus on the historicisation of psychology will prompt you to evaluate your perceptions of Psychology and how you, and society understand and identify with it in both professional and personal settings. Furthermore, “classic” studies in psychology will be explored in reference to recent research that demonstrates issues with their findings, especially in the context of the current replicability crisis in Psychology.

This module will focus upon holistic approaches in education/care/social learning which enhance social, emotional, physical and cognitive development. Consideration will be given to how related theory informs approaches and their significance in meeting individual needs. You will critically analyse collaborative practice (e.g., parents, professionals) in supporting holistic approaches. Competing and complementary psychological and behavourist theories (e.g., Piaget, Bruner, Kolb, Maslow) and social learning frameworks (e.g. Freire, Dewey, Steiner) will be explored. You will compare holistic approaches with more traditional approaches to development and learning, deepening their understanding of the relationship between theories and practice. Discussion and analysis of how children and Young people are supported in current practice will be undertaken including reflection upon the value of multi-agency/stakeholder collaboration.

This module will introduce you to the field of Special Educational Needs and Inclusion (SENI). The module will look at educational and social models of disability within schools and across global and national levels of society. The impacts of competing perspectives and changing legislation will be discussed and critiqued. You will be expected to reflect upon your own experiences and perceptions of Special Educational Needs and Disabilities (SEND). The introduction and induction to study skills will be integral to this module including engagement with VLE.

Personality and Individual Differences is a multifaceted module that covers the history, cornerstone theoretical frameworks and methodological approaches of personality research. The structure of human personality is examined using a trait-based approach, which is applied in a variety of sub-topics leading to a comprehensive understanding of how personality and individual differences influence thought and behaviour in different settings. The contributions of biological and environmental factors in the development of personality and individual differences, as well as associated controversies are also explored. You will consolidate your learning by utilising psychometric methods to design and run a quantitative study in an area of personality research of your choosing. Accordingly, this module helps to prepare you for your third-year dissertation module in providing experience of the research process, from design, gaining ethical approval, data collection and analysis to reporting and discussing findings.

This module will develop your knowledge and understanding of social psychology, one of the core areas of psychology introduced in Researching Psychology I. Social Psychology will engage you with the breadth and diversity of social psychology as a discipline from social constructionism and group processes through to social cognition, collective behaviour, and social interactions. The purpose is to help you gain a detailed understanding of how people think, feel and act in relation to others and the world around them. Key topics will engage you with the indexical nature of the discipline locating historical and contemporary research and theory within its broader socio-economic and cultural context.

This module will build and extend on core methods and statistical techniques acquired at level 4 in Researching Psychology I. You will develop knowledge and skills integral to advanced psychological research designs, including the use of quantitative and qualitative analysis techniques. Specifically, this module covers three research methods strands including experimental, psychometric, and qualitative methods. Statistical underpinnings and application of techniques relevant to experimental (e.g., One-way ANOVA, Factorial ANOVA) and psychometric-based research (e.g., Regression, Multiple Regression) are covered and directly extend methods learnt in Researching Psychology I. Additionally, you will develop applied methods skills by utilising specialist software such as SPSS for the analysis of quantitative data. A variety of qualitative approaches, methods and analyses will also be considered such as interviewing skills, diaries and photo elicitation, discourse analysis, polytextual thematic analysis and descriptive phenomenology.

This module explores a range of issues encountered by learners at different stages of their educational journey and critiques policy in meeting needs. It examines differences, which some children or adults may experience in their learning, which has been interrupted through medical or social causation and labelled as SEND. Two main themes run through the module which are consideration of individual needs and the reality of provision supporting these needs. The module will also explore the impact of sociological changes upon learning, for example cultural changes in relation to new arrivals to the country, both at the level of the individual learner and the wider issues for the family. You will consider the learning environment and the assessment of individual learner needs and the role of the wider stakeholder groups including parents and carers in maximizing learner participation in the educational process. You will explore reports and guidance in order to appreciate the role of evidence and its application within the learning environment.

This module will introduce you to a critical consideration of global perspectives in SEND and inclusion. The module will draw on wider aspects of comparative education to identify a theoretical framework for you to critique specific elements and approaches such as differing national approaches to the management of learners with SEND, the development of national policies and practice and reflections upon the way systems within the UK have responded. You will have the opportunity to develop your own interest through researching SEND beyond the UK in a country of your own choice. Enrichment will be sought through the development of international links where appropriate.

The Dissertation requires you to work independently in producing a substantial piece of research that demonstrates mastery of academic knowledge and research skills commensurate with Level 6. You will draw on your existing repertoire of experience garnered over the course of the degree in the development of a report akin to a journal style article, representative of the discipline. You will initiate your research protocol as defined in the first semester module, Research Project Design, and subsequently manage participant recruitment, data collection, and data analysis in accordance with the BPS Code of Ethics and Conduct. The Dissertation should aspire to produce published articles in the discipline (corresponding to the subject topic). The design of the study should successfully address the research question such that data collection and data analysis provide meaningful insight into the identified gap in the literature. You are expected to thoroughly scrutinise the findings in relation to relevant theoretical and methodological issues and in doing so, produce a meaningful contribution to the literature.

This module focuses upon the BPS Core domain Biopsychology, covering aspects of the biological basis of behaviours, emotions and mental health. The module aims to provide an overview of how the sub-disciplines within biopsychology (e.g., neuropsychology, cognitive neuroscience) approach psychological research questions. The module will support development of an in-depth understanding of neural conductance and major brain structures/systems to particular neurotransmitter systems as explanations of how the brain affects behaviour. The module aims to develop your understanding of the anatomical and physiological processes that underpin psychological experience whilst exploring the methodologies used to examine contemporary issues in biopsychology. To achieve these aims, the module will enable you to critically examine how contemporary biopsychological models are developed and evaluate these as explanations for behaviour using key examples (e.g., emotions, memory and learning, drugs and addiction and mental health disorders). This module promotes the application of multiple perspectives (including knowledge gained of other domains in previous years) to critique biopsychological theory and to critically appraise information, using evidenced based reasoning.

This module develops knowledge and understanding of the BPS core domain of Cognitive Psychology which you will have been introduced to at level 4 in Researching Psychology I. Throughout this module, there will be discussion and critical evaluation of a range of different cognitive psychological constructs (e.g., processing resources, attention, memory, language) as a toolkit for theorising mental functioning. You will critically engage with core constructs in cognitive psychology, associated methodologies and key perspectives (for example cognitive neuropsychology, neuroscience, fundamentals of the experimental method). Throughout the module, the use of computerised experimental paradigms will be explored, which underpin theories. For example, you will have the opportunity to engage with classical experimental paradigms or paradigms with a cognitive basis such learning, memory and problem-solving computerised tasks, within workshop sessions. The module aims to showcase the breadth of approaches to understand cognitive processes whilst critically engaging you with relevant associated methodologies. You will have opportunities to engage in a variety of cognitive experiments to facilitate your understanding of key topics and experimental approaches.

The module provides an opportunity for you to build upon and apply the key intellectual, transferable and practical skills gained at Levels 4 and 5 of the programme in order to design an appropriate research project for your Psychology dissertation. Throughout the module a series of lectures, seminars and workshops will further develop your research design skills in experimental, quasi-experimental, surveys and/or qualitative research methods. In addition, you will develop a critical understanding of ethical challenges associated with carrying out psychological research leading to the development of a research project that adheres to the British Psychological Society’s Code of Ethics and Conduct (2018) and BGU's Research Ethics Committee standards.

This module will consider a range of factors, which can often impact upon learning and may potentially go unnoticed. You will consider different impacts of psychological, social and emotional disruption upon learning. This will range from prejudices, global and local social exclusion to mental well-being and academic progress. By the end of the module, you will recognise how a range of issues can affect individual learning needs and understand how different support networks and interventions can enable positive learning and life experiences for those who face hidden inequalities. You will be encouraged to engage in determining the content of the module.

This module introduces you to a critical evaluation of issues associated with the leadership and management of policy and practice in SEND and inclusion. The syllabus will include the principles of educational leadership and management with emphasis on the roles and responsibilities of professionals in schools and other educational settings in relation to provision for SEND/Inclusion (e.g., headteacher, SENDCO, class teacher, special needs support assistants). Consideration will be given to the role of the SENDCO and the national Standards for SENDCOs and implementation of the Special Needs Code of Practice(2015). Other key issues introduced will be cultural, contextual nature of being a leader and the importance of inter, and intrapersonal skills in creating change. Consideration will be given to the emotional impacts in roles of leader and follower and, how this is enacted at different levels across society. By the end of the module, you will demonstrate the ability to reflect on your own abilities to support and/or drive organisational change and policy implementation at a level appropriate for those completing an undergraduate degree programme.

This module introduces you to spectrums and kaleidoscopes of complex needs and disabilities and their affects upon learning and behaviour. You will have the opportunity to explore in depth the autistic spectrum disorder (ASD) and develop knowledge and understanding of current thinking, policy, approaches and strategies to supporting individuals with complex needs in education and social settings. The module explores the relationship between autism, neurodiversity and its co-existence with other disabilities. Much like a kaleidoscope, the presentation of comorbidity differs between individuals and you will gain further insights into environmental and external factors which complicate learning trajectories at different stages of development. You will be encouraged to demonstrate a critical knowledge, and understanding of the complexity of autism, reflect and compare national and international research and practice.

Entry requirements

You will normally need 96-112 UCAS tariff points (from a maximum of four Advanced Level qualifications). We welcome a range of qualifications such as: A/AS Levels, BTEC, Access Courses, International Baccalaureate (IB), Cambridge Pre-U, Extended Project etc.

However this list is not exhaustive – please click here for details of all qualifications in the UCAS tariff.

You will also need GCSEs in English Language and Mathematics at grade 4 (previously C) or above (or equivalent).

Further information

Click here for important information about this course including additional costs, resources and key policies.

In accordance with University conditions, students are entitled to apply for Recognition of Prior Learning, RP(C)L, based on relevant credit at another HE institution or credit Awarded for Experiential Learning, (RP(E)L).

How you will be taught

There is no one-size-fits-all method of teaching at BGU – we shape our methods to suit each subject and each group, combining the best aspects of traditional university teaching with innovative techniques to promote student participation and interactivity.

You will be taught in a variety of ways, from lectures, tutorials and seminars, to practical workshops, coursework and work-based placements. Small group seminars and workshops will provide you with an opportunity to review issues raised in lectures, and you will be expected to carry out independent study.

Placements are a key part of degree study within many courses at BGU. They provide an enriching learning experience for you to apply the skills and knowledge you will gain from your course and, in doing so, give valuable real-world experience to boost your career.

Assessment

Psychology

Assessments in Psychology take place at the end of each module in order for you to demonstrate your understanding of the objectives covered. A wide range of assessment methods is used to support your learning, including portfolios, presentations, displays and examinations and laboratory projects. The Psychology course includes assessments that are designed to develop and refine specific skills that you may well need to draw on as a psychologist, whether that is as specific as demonstrating your practical counselling skills in the Introduction to Psychological Therapies module, or openly argumentative as in the group debate in the Personality and Individual Differences module! Assessments are also designed to enhance your critical thinking and analysis skills – something that psychologists are well known for.

Special Educational Needs, Disability & Inclusion

Your first year in SENDI is important. We know that you will need time to settle into university and build up your academic skills and so, we will give you detailed feedback on how you are doing and set your targets to improve your work. We use a wide range of different types of assessment throughout the course, including coursework portfolios, group discussions, multimedia technology presentations and individual projects, as well as essays and a timed assessment (year 3). You may even have the opportunity to get your dissertation research work published!

Careers & Further study

Psychology

In Psychology we allow you to develop the knowledge and skills which will make you attractive to an employer. Psychology graduates go on to work in a range of sectors including teaching, education or training, local government, health and social work and in areas of industry including human resources management. By the end of this course, you will be ready to apply your knowledge of psychology to the world in which you live, with the necessary workplace skills for a variety of future careers. Future careers for Psychology graduates may include work within Clinical settings, Counselling, Mental Health services, Education and Research.

Special Educational Needs, Disability & Inclusion

You will be supported throughout your study by opportunities to explore different career aspirations, working with our specialist team at BGFutures. Guest speakers share their professional experiences which can open new ideas for you. Progression has included graduate employment, teaching, social work, creative therapies, speech and language therapy, senior education managers and residential care. Progression to further study at Master’s level is a further choice. This degree offers a range of possibilities which we are happy to discuss with you at any time.

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Discover what life is like at Bishop Grosseteste University from our students.

Support

Studying at BGU is a student-centred experience. Staff and students work together in a friendly and supportive atmosphere as part of an intimate campus community. You will know every member of staff personally and feel confident approaching them for help and advice, and staff members will recognise you, not just by sight, but as an individual with unique talents and interests.

We will be there to support you, personally and academically, from induction to graduation.

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Fees & Funding

A lot of student finance information is available from numerous sources, but it is sometimes confusing and contradictory. That’s why at BGU we try to give you all the information and support we can to help to throughout the process. Our Student Advice team are experts in helping you sort out the funding arrangements for your studies, offering a range of services to guide you through all aspects of student finance step by step.

Click here to find information about fees, loans and support which will help to make the whole process a little easier to understand.

Undergraduate course applicants must apply via UCAS using the relevant UCAS code. For 2024 entry, the application fee is £27, and you can make a maximum of 6 choices.

For the 2025 cycle, UCAS is removing the undergraduate application fee for any student who is/or has received free school meals (FSM) during the last six years, up until the end of their final year at school or college. More information on the UCAS fee waiver can be found here.

For all applicants, there are full instructions at UCAS to make it as easy as possible for you to fill in your online application, plus help text where appropriate.