Personality and Individual Differences

PSYC21041 Personality and Individual Differences 10 Semester 2 Undergraduate Level 5 Laura Brown Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Middle part of Bachelors ' European Credit Transfer & Accumulation System Rating : 5.0 The unit provides a grounding in core theories, models, and concepts within the field of individual differences psychology, and then relates these to key health and wellbeing outcomes.  A major topic within the unit is personality. Critical and historical perspectives on key theories, approaches to, and models of personality are presented, along with details of the methodological tools that have been used to measure personality. A critical examination of theories and data linking personality to physical and mental health is then presented. Additional concepts from individual differences psychology, such as mood, intelligence, and motivation, are also introduced, and then examined in relation to physical and mental health outcomes. The unit provides a grounding in core theories, models, and concepts within the field of individual differences psychology, and then relates these to key health and wellbeing outcomes.  A major topic within the unit is personality. Critical and historical perspectives on key theories, approaches to, and models of personality are presented, along with details of the methodological tools that have been used to measure personality. A critical examination of theories and data linking personality to physical and mental health is then presented. Additional concepts from individual differences psychology, such as mood, intelligence, and motivation, are also introduced, and then examined in relation to physical and mental health outcomes. The unit aims to:<ul><li>Provide an understanding of historical and contemporary theories within the field of individual differences, as well as how this knowledge can be used to tackle real-world issues.</li><li>Ensure eligibility for the British Psychological Society's Graduate Basis for Chartered Membership (GBC) at graduation by providing a core grounding in key topics within the field of individual differences.</li><li>Equip students with enhanced employability skills through the critical review of theories and research findings within the field of individual difference, enabling them to develop thoughtful, well-supported positions.</li><li>Foster ethically minded, socially responsible graduates through a better understanding of the dimensions on which people differ, and the ethical issues associated with this area of research. </li></ul> <ul><li>Describe key individual differences in psychological functioning, and how these factors can shape behaviour and outcomes.  </li></ul> <ul><li>Evaluate the processes by which theories and constructs in the field of individual differences have been developed, operationalised and tested.</li><li>Describe the contribution of historical perspectives to current understanding of individual differences. </li></ul> <ul><li>Describe and interpret the findings of individual differences research studies.  </li></ul> <ul><li>Communicate knowledge and understanding of individual differences theories and research in a clear and effective way.</li><li>Plan and follow an effective work schedule in order to manage the programme of synchronous and asynchronous learning activities. </li></ul> This course is delivered through a blend of self-paced asynchronous and real-time synchronous learning activities.  The unit comprises ten asynchronous online lecture modules (each comprising a series of short, pre-recorded lecture videos, and/or interactive activities that total approximately 1 hour), and six synchronous sessions (of approximately 90-120 mins each). The first of the six synchronous sessions will comprise an introduction to the field of study, as well as an overview of the unit, and how it will work. Each of the following five synchronous sessions will then involve a mix of activities, including formative checks of understanding; reviews of students’ responses to the online interactive activities; discussions about lecture content; and worked examples of exam questions. These sessions will also provide opportunities for students to ask questions about the online lecture content.  Suggested starting points for further study (including book chapters, journal articles, and other online resources) will be provided for all lectures modules. A monitored discussion board will also be provided. 0 Other 100% <figure class="table"><table><tbody><tr><td>Assessment task</td><td>Length</td><td>How and when feedback is provided</td><td>Weighting within unit (if relevant)</td></tr><tr><td>On campus MCQ & written answer examination during exam period</td><td>40 MCQs (50%) and one written response of a maximum 1,000 words (50%).90 min</td><td>Summative feedback will be provided after the semester 1 exam board. Formative individual feedback on the written response will also be provided after the semester 1 exam board.</td><td>100% (50% from the MCQs and 50% from the written response)</td></tr></tbody></table></figure> Summative feedback will be provided after the semester 1 exam board. Formative individual feedback on the written response will also be provided after the semester 1 exam board. N A guided reading list will be provided for all lecture modules. However, the following text books provide a good indication of some of the general topics that will be covered in this unit.  <ul><li>Chamorro-Premuzic, T. (2013). Personality and Individual Differences (3rd edn). London: BPS Blackwell.  </li><li>Haslam, N. (2007). Personality and Mental Disorder. In N. Haslam. Introduction to Personality and Intelligence (pp.204-232). London: Sage.  </li><li>Maltby, J, Day, L. & Macaskill, A. (2017). Personality, Individual Differences and Intelligence (4th edn.). Harlow: Pearson.  </li></ul> Work based learning 9 0 91