| Module Title: | Psychology of Social Cognition |
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| Language of Instruction: | English |
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| Teaching & Learning Strategies: |
The learning outcomes will be achieved through the following teaching methodologies:
1. Lectures with the inclusion of PowerPoint slides in relation to key theorists and theories.
2. Whole class debates, small group discussions and role plays to apply cognitive and social psychological theories covered in lectures to social care professional practice contexts.
3. Tutorials including in class pop quizzes and tests to encourage learner engagement, participation and reflection and help students and lecturers to assess learning on an ongoing basis.
4. Self-directed independent learning through reading of books, peer-reviewed journal articles, critical reviews of classic studies in cognitive and social psychology, viewing of online lectures from key international theorists and scholars.
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| Module Aim: |
The aim of this module to provide the learner with an overview of key theorists and theories in the fields of cognitive and social psychology and to apply these theories to social care practice contexts. Ethical concerns arising in a number of classic psychology experiments will be highlighted and linked to the CORU Code of Professional Conduct and Ethics for Social Care Workers (2017). Criticisms of mainstream psychology will be included, both from critical psychologists and scholars from other disciplinary backgrounds, with the aim of encouraging integrated multi and interdisciplinary professional social care practice perspectives. |
| Learning Outcomes |
| On successful completion of this module the learner should be able to: |
| LO1 |
Examine the work of major competing theorists in the fields of cognitive and social psychology D1: P1,3,19,21,22; D2: P1,2,6,12; D3: P1,5,6; D4: P 3,4; D5: P1,4,5,6,7,8,18 |
| LO2 |
Summarize psychological explanations for prejudice and discrimination and apply this knowledge to anti-discriminatory social care practice D1: P2,8,19,21,23; D2: P11,16; D3: P1,2,5 D5:P1,2,4,7,14. |
| LO3 |
Explain and reflect on the ways in which groups can influence the behavior of individuals D1: P2, 10, 11, 19, 21, 22; D2: P10, 11, 12, 13, 14, 15, 16; D3: 1; D5: P1, 2, 4,7, 8, 9, 11, 12, 19 |
| LO4 |
Recognize all behaviours as forms of communication and identify appropriate social care practitioner response strategies D1: P3,9,16,19,23; D2: P2,11,14,15,16,17; D3: P1,2,3,5,6;D4: P3, 4; D5: P1,2,4,7,9,10,11,12 |
| LO5 |
Critically review classic psychology experiments from an ethics perspective and apply this knowledge to contemporary professional social care contexts (CORU Code of Professional Conduct and Ethics for Social Care Workers, 2017) D1: P1,3,7,9,10,12,15,16,19; D2: P1,6,12; D3: P6,9; D5: P1,4,5,6,9,10 |
| Pre-requisite learning |
Module Recommendations
This is prior learning (or a practical skill) that is recommended before enrolment in this module.
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| 9342 |
PSYC C1402 |
Introduction to Psychology |
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. |
| No incompatible modules listed |
Co-requisite Modules
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| No Co-requisite modules listed |
Requirements
This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. |
| No requirements listed |
Module Content & Assessment
| Indicative Content |
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Cognitive psychology and cognitive development
Cognitive psychology (perception, thinking, memory and problem solving). Cognitive development (Piaget, Vygotsky, Bruner, Information Processing approach). Criticisms of major theorists and theories from within and outside the discipline to foster integrated multi and interdisciplinary professional social care perspectives (D1: P8,9,16,19; D2: P12,17; D3 P1,6; D5: P1,4,6,7,12,18)
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Social Cognition
Attributions, attitudes, stereotypes, prejudice, discrimination, racism and power. Professional practitioner strategies for challenging negative discrimination and unjust policies and practices; working towards social inclusion in professional social care settings (D1: P2,8,22,23; D2:10,11,12,13,14,15,16,17; D3: P1,6; D5: P2,5,6,8,9,11)
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Pro-social and anti-social behaviours
Pro-social and anti-social behaviours, theories of aggression, general aggression model (GAM), contextualizing, understanding and responding to anti-social behaviours in social care contexts (D1: P1,3,9,12,21,22,23; D2: P10,11,15,17; D4: P4; D5: P1,2,4,5,7)
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Social Influence
Compliance, conformity and obedience. Theories of group processes and group decision making and application to professional social care practice contexts (D1: P1,8: D2: P2,3,13,14,15; D4: P3,4; D5: P1,4,6,7,8,14,19)
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Ethical codes and professional social care practice
Critical review of classic experiments using Psychological Society of Ireland Code of Ethics (2011) and CORU Code of Professional Conduct and Ethics for Social Care Workers (2017) (D1: P1,3,7,9,10,12,15,16,19; D2: P1,6,12; D3:P3,6; D5: P1,4,5,6,9,10)
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| Assessment Breakdown | % |
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| Continuous Assessment | 40.00% |
| End of Module Formal Examination | 60.00% |
| Continuous Assessment |
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| Assessment Type |
Assessment Description |
Outcome addressed |
% of total |
Assessment Date |
| Written Report |
Critical review of a classic psychology experiment using the Psychology Society of Ireland Code of Ethics (2011) and CORU Code of Professional Conduct and Ethics for Social Care Workers (2017) (D1: P1,3,7,9,10,11,16; D2: 6,12,16; D5: P1,4,5,6,10) |
5 |
25.00 |
n/a |
| Written Report |
Students will be required to propose series of amendments to the classical experiment, based on the CORU Code of Professional Conduct and Ethics for Social Care and PSI Code of Ethics OR students will be required to draft a professional letter to the lead researcher of the experiment outlining the issues with the research based on the CORU Code of Conduct and Ethics for Social Care and PSI Code of Ethics (D1: P7,9,10,11,16; D5: P2,5) |
1 |
15.00 |
n/a |
| End of Module Formal Examination |
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| Assessment Type |
Assessment Description |
Outcome addressed |
% of total |
Assessment Date |
| Formal Exam |
Students will be required to demonstrate knowledge and understanding of the range of topics covered on the module. Exam questions will require students to show that they have engaged in critical thinking and reflective practice by being able to apply theory to practice and offering relevant examples to illustrate and support their exam answers (D1: P3,7,9,22,23; D2: P16,17; D5: P1,2,5,6,7) |
1,2,3,4 |
60.00 |
End-of-Semester |
SETU Carlow Campus reserves the right to alter the nature and timings of assessment
Module Workload
| Workload: Full Time |
| Workload Type |
Frequency |
Average Weekly Learner Workload |
| Lecture |
12 Weeks per Stage |
3.00 |
| Tutorial |
12 Weeks per Stage |
1.00 |
| Independent Learning Time |
15 Weeks per Stage |
5.13 |
| Total Hours |
125.00 |
Module Delivered In
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