B.Sc. Hons in Psychology Programme Handbook: American College of Thessaloniki, Exercises of Psychology

Download B.Sc. Hons in Psychology Programme Handbook: American College of Thessaloniki and more Exercises Psychology in PDF only on Docsity!

PSYCHOLOGY

Programme

Handbook

The Open University

1. W ELCOMEANDINTRODUCTION

WELCOME!

Dear Student,

This Handbook is intended to provide a concise reference and guide for all ACT students. Included herein are brief statements of College policies applicable to and of interest to all College constituencies.

This guide is intended to address some of the common academic and student life questions and concerns that are likely to arise during your years at ACT. Its purpose is not merely to lay out the policies of academic life, but also to point out ways of thinking about your education. Planning carefully and looking ahead will enable you to maximize your opportunities at the College. Knowing when and where to find guidance and counsel is important in ensuring that your educational choices are well considered and make sense in the context of your larger academic goals.

We do assume, however, that you will seek out the help you need. This guide has been designed to help you do just that. Please read it, keep it, and use it as a reference throughout your academic career.

Other channels of communication at ACT are provided by:

• Viewbook/Catalogue of Study (annual publication consisting of the analytical programs of study, course offerings and course descriptions)
• The Student Bulletin (weekly during the semester)

With best regards, Dr. StamosKaramouzis ACT Provost

2. L IST OF PROGRAMME DIRECTOR AND ACADEMIC STAFF

CHAIR

• Dr.MariaKyriakidou, Professor(InternationalRelations) BA,MA History and Archeology, Aristotle University of Thessaloniki; MA Anthropology, George Washington University; PhD History, King’s College London (Reg) New Building, First Floor, Office 1; Tel.: +30-2310-398233; Email: [email protected]

ACADEMIC COORDINATOR

• ΑCT has already publisized a call for a full time position in psychology. The person that will be hired will have both teaching and administrative duties.

ACADEMIC STAFF (ALPHABETICAL ORDER)

• Dr. Maria Bozoudi Adjunct Professor (International Relations) BA International Politics and Diplomacy, University of Macedonia; MA International Affairs, George Washington University; Graduate Certificate, International Trade Policy, George Washington University; PhD International Organization, University of Macedonia (Adj)
• Dr. Nikolaos Dimitriadis AdjunctProfessor (Humanities) BA, MPhil, DD Theology, University of Thessaloniki (Adj)
• Ms. NelliFlorentin

Adjunct Instructor (Psychology)

BA Psychology, University of Thessaloniki

Masters of Education and Master of Arts in Psychological Counseling, Columbia University (Adj).

• Dr. Joseph Michael Gratale, Professor (International Relations) BA History, William Paterson College; MA Social Sciences/Modern History, Montclair State University; PhD American Literature and Culture/American Studies, University of Thessaloniki (Reg)
• Ms. Maria Kalaitzopoulou Instructor (Modern Greek) BA Byzantine and Modern Greek, University of Thessaloniki; MA Education, University of Thessaloniki (Adj)

• Dr. Serap Aise Kayetekin,

Associate Professor (Economics, Social Science) BS Economics, Middle East Technical University; MS, PhD Economics, University of Massachusetts Amherst (Reg)

• Ms. Parthenopi Kirmelidou

Instructor (ModernGreek) BA Medieval and Modern Greek Studies; MA Applied Linguistics, Aristotle University of Thessaloniki (Adj)

• Ms. Daphne Lamprou,

Instructor (ArtHistory)

BA Art History, University of Akron; MA Art History, Kent State University (Adj)

• Dr. Vincent C. Müller,

Professor (Philosophy)

BA Philosophy, Phillips University Marburg; MA Philosophy, King’s College, London; PhD Philosophy, University of Hamburg (Reg)

• Dr. Lambrini Nassis,

Adjunct Professor (International Relations) BA Political Science, Hunter College; JD Law, Brooklyn Law School (Adj)

• Dr. Maria Patsarika,

Adjunct Professor, Honors ProgrammeConvener (Social Sciences) BA History, University of Thessaloniki; MA Heritage Education and Interpretation, Newcastle University; PhD Sociology, University of Sheffield (Adj)

• Dr. Kristi Poppi

Adjunct Professor (Psychology)

BSc Psychology, University of Crete; MSc (Merit) Child and Adolescent Mental Health,PhD Psychology, CityUniversity,London(Adj.)

• Dr. Maria Psoinos,

Adjunct Professor (Psychology) BA Psychology, University of Thessaloniki; MA, PhD Social Psychology, University of Cambridge (Adj)

• Dr. David Wisner,

Professor (International Relations), Executive Director, Michael and Kitty Dukakis Center for Publicand Humanitarian Service BA Philosophy, University of South Florida; PhD Modern History, University of Rochester (Reg)

5. I NTRODUCTION TO THE PROGRAMME

ACT’s B.Sc. Hons in Psychology is designed to be a novel and contemporary programme up to date to the academic and professional trends. It

will be based on prevalent UK and US standards like all other ACT undergraduate programs. It will be characterized by a firm grounding in the

disciplinary foundations to the Psychology degree, such as theory, main concepts, methods and debates in psychology. Further requirements will

familiarize the students with clinical, developmental, educational, counseling, experimental, social, forensic psychology and neuroscience. They

will also comprise practical experience of designing and carrying out psychological research, as well as evaluating and reporting its results.

Students will learn to work with data, synthesize hypotheses and use information technology. As a capstone project, students will be required to

write a senior thesis spread across two terms. The core programme focus will be complemented by the Psychology (Major) electives students

will take in their final two years in residence, which in turns have a theoretical, practical, and professional character.

In order to receive the B.Sc degree, the student must have fulfilled all the GER and major requirements and have completed at least 121 US

credit hours with an overall G.P.A of 2.0 or better. All Psychology students take a two-semester sequence Senior Thesis I and II course. According

to NEASC Standards, students must complete at least one fourth of their undergraduate program, including advanced work in the major or

concentration, at the institution awarding the degree. As a consequence, all candidates for an ACT degree must have been in residence at the

College during the last two semesters of full time instruction, assuming availability and equivalency of transferable courses.

Degree candidates majoring in Psychology at ACT take modules in all three ACT divisions and other disciplines (i.e., business, English). A note

next to each module below will make this synergy obvious.

The Division and the programmeis also related to the Michael and Kitty Dukakis Center for Public and Humanitarian Service which offers

opportunities for internships and experiential learning, and organizes various events and public service initiatives.

6. P ROGRAMME SPECIFICATION

Emphasis will be placed on creative, critical and analyticalapproaches to learning in the following major areas: knowledge and understanding, cognitive, practical and professional skills.

Finally, the ACT B.Sc. Hons in Psychology will feature a series of inquiries into more fundamental questions: why people do the things they do and how they interact with others. Many junior and senior requirements and electives echo these matters, focusing on themes such as child

development, mental and emotional health, adulthood and aging, human interaction, criminal behavior, employment and more.

Key objectives of the B.Sc. Hons in Psychology are to:

• provide students with fundamental knowledge of the key concepts, theories and a deep understanding of all core areas in psychology
• enhance students’ aptitude for independent and cooperative work
• provide students with a range of qualitative and quantitative research skills in the field of Psychology
• develop diverse conceptual, analytical, critical thinking and communication skills for academic, professional purposes and self- development
• increase students’ employment prospects in increasingly dynamic and multicultural social and working environments

The programme in Psychology is validated by Open University: under this scheme, 24 are out of the 40 courses required for a Bachelor’s degree

are validated by Open University. Students must necessarily take the fourth year courses at ACT. Successful students will receive a Bachelor’s

degree from Open University in addition to the ACT degree for a single course of studies by meeting the following common set of requirements

(in addition to meeting General Education Requirements)—courses highlighted in bold are validated by Open University.

3B. Cognitive skills

Learning outcomes: Learning and teaching strategy/ assessment methods

Upon completion of the level, students will

demonstrate:

B1 skills for the gathering and evaluation of

data in the area of psychology; demonstrate problem solving techniques

B2 an ability to systematically understand

psychology-related concepts as they developed through time

B3 familiarity with some of the routine

material in the subject matter

B4 an ability to conceptualize and interpret

current theories and models in the area of psychology

Learning and teaching strategy Lectures, student led activities and group work, workshops, discussion groups Assessment methods Exams, tests, quizzes, short essays, book reviews, projects, term papers.

3C. Practical and professional skills

Learning outcomes: Learning and teaching strategy/ assessment methods Upon completion of the level, students will demonstrate:

C1 understanding of tasks relating to the practice of psychology today

C2 systematic awareness of authoritative sources and data as they relate to psychology

C3 acquaintance with analytical tools for psychological research and the ability to carry out simple experiments

C4 an ability to identify personal goals and professional options and reflect on skills and experience.

Learning and teaching strategy

Systematic use of information technology; individual and group projects; group discussions; participation in events organised by the College.

Assessment methodsMultimedia presentations, web based research and projects, class readings, questionnaire drafting, case studies, lab exercises and simple experiments, research and report writing.

Learning Outcomes – LEVEL 5

3A. Knowledge and understanding research methods explaining, among others, the formation of personality, cognitive processes and brain functioning.

A2 Comparative knowledge of approaches to mental disorders and therapeutic interventions including, cognitive neuroscience, theories of behaviour, the development of work-based skills, major historical and theoretical issues in psychology along with different approaches to mental health

A3 familiarity with and understanding of key areas in Psychology including a thorough understanding of research methods (both qualitative and quantitative) and of how to obtain and analyse evidence.

The junior seminars and lectures are meant to engage students in the knowledge process; class discussions and group work; use of audiovisual aid; promotion of individual research in library and web- based databases. Assessment methods As students move from level 4 to level 5 they are asked to do more critical and persuasive writing with research components phased in progressively. Further qualitative and quantitative research and analysis skills are taught and assessed through the use of a variety of summative and formative types of assessment in required modules (e.g. Psychology 205, Psychology 206). Assessments will equally aim at enhancing students’ writing and critical thinking skills as they explore the breadth and depth of all core areas in Psychology. Formative assessments are designed to better prepare students to have a more effective and satisfactory performance in the various types of summative assessments (exams, projects, research papers, long essays).

3B. Cognitive skills

Learning outcomes: Learning and teaching strategy/ assessment methods

Upon completion of the level, students will demonstrate:

B1 skills for gathering, evaluation and critically analysis of information about the human mind and behaviour, cognition and learning and psychopathology

B2 competence in the appropriate methods of data collection according to theories and concepts

B3 an ability to apply a conceptual understanding of various areas in the field of Psychology to create and sustain arguments and to solve problems

Learning and teaching strategy Lectures, student led activities and group work, workshops, discussion groups, individual research Assessment exercises in level 5 also focus on, analysis of and responses to, psychological disorders in addition to the theoretical and empirical dimensions of psychology research. Assessment methods Group discussions and activities, evaluation of case studies and related audiovisual material, quizzes, essays,simple experiments,exam.

3C. Practical and professional skills

Learning outcomes: Learning and teaching strategy/ assessment methods

Upon completion of the level, students will demonstrate:

C1 an ability to understand the implications of psychological theories on research and professional practice

Learning and teaching strategy

Learning Outcomes – LEVEL 6

3A. Knowledge and understanding

Learning outcomes: Learning and teaching strategy/ assessment methods

Upon completion of the level, students will demonstrate:

A1 a systematic and comparative knowledge of theoretical approaches in the field of psychology including psychological assessment, development of therapeutic plans and application of basic counselling and therapeutic skills

A2 a detailed and extensive understanding of

the developments and approaches in the field

of psychological research and professional practice.

A3 an ability to recognize the potential limits of knowledge in the broader area of psychology.

A4 an ability to understand various theoretical constructs, processes and techniques that underlie different intervention approaches

Learning and teaching strategy As students move from level 5 to level 6 they are required to be able to use a variety of summative and formative types of assessment aiming to enhance students’ critical thinking abilities in relation to psychological analysis

The senior seminars and lectures are meant to engage students in class discussions, debates and group work; use of audiovisual aid; promotion of extensive research in library and web-based databases. The senior thesis aims to allow students to demonstrate mastery of knowledge and critical understanding of the fields of inquiry covered by the BSc Hons in Psychology. They will be able to conduct an original piece of research work in the form of an empirical project. Individual modules explain in detail the array of assessment methods used.

Assessment methods

Learning Outcomes – LEVEL 6

3A. Knowledge and understanding

Lectures, in class group discussions, experiential activities, presentation of related audiovisual material, weekly readings of class textbooks, research papers and examinations.. Students’ research skills will be taught and assessed through the required modules at level 6 and of course the culmination of students’ work which will be the Senior thesis.

3B. Cognitive skills

Learning outcomes: Learning and teaching strategy/ assessment methods

Upon completion of the level, students will demonstrate:

B1 skills in the systematic gathering, evaluation, critical analysis and interpretation of concepts and data from a wide range of sources (academic, professional etc)

B2 competence in the choice and use of complex and specialized material for advanced writing on a major empirical project

B3 an ability to apply underlying concepts in different contexts

Learning and teaching strategy Lectures, group work, workshops, invited guest lectures, discussion groups, individual research

Assessment methods Examinations, research projects, senior thesis, long essays. Assessment exercises in level 6 frequently focus on analysis and practical answers to academic concerns in addition to the theoretical and empirical dimensions of social science and psychology research.

3D. Key/transferable skills

Learning outcomes: Learning and teaching strategy/ assessment methods

Upon completion of the level, students will demonstrate:

D1 skills to critically evaluate arguments, abstract concepts and data

D2 ability to select and apply more advanced research methods, qualitative and quantitative techniques

D3 ability to use planning processes in context and identify alternative strategies

D4 Undertake further academic and professional study and training

D5 Participate in a multicultural environment and appreciate how others perceive concepts and ideas different from their own

Learning and teaching strategy

Lectures, group discussions, research tasks, oral presentations, workshops.

Assessment methods

Group projects and presentations, research paper and senior thesis research and writing, examinations

PROGRAMME STRUCTURE

LEVEL 4

Compulsorymodules Cre ditp oint s

Optionalm odules

Cre ditp oint s

Ismodule compens atable?

Semeste rrunsin

Psychology 120 - Developmental Psychology I (Pre-natal and pre-school years)

Psychology 130 – Cognitive Psychology

Psychology 204 - SocialPsychology

Psychology 150 - PsychophysiologyofBehaviour

Psychology 211- History and Philosophy of Psychology

Psychology 121 - Developmental Psychology II (Child to Adulthood)

History 201 – Women in Modern Times (IR)

N/A forall Fall

Spring

Fall

Spring

Fall

Spring

Fall