Psychology

Your community, your University

Sunday Times and Times University Guide 2014

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The department

We will provide you with high-quality education, research andprofessional developmentrelated to the understandingand enhancement of everyday well-being.

This means that our Psychology andCounselling programmes are designed so thatthey’re recognised by relevant professionalbodies as significant to employment needs.We’ll provide you with a rich and satisfyinglearning experience which incorporatesresearch and professional practice in ‘well-being in the everyday’.

Our research centre (POWER) delivers high-quality research centred on ‘well-being in theeveryday’ and offers research-based insightsand interventions aimed at parents, carers,public sector and industrial organisations, andthose working within them. We aim tomaintain a vibrant research and scholarshipculture which enhances the research of ourstaff and supports research bids, papers andpublications that underpin teaching and thestudent experience.

What makesus different?Why do we act the way that we do? Howdo we interact with others? What’s theemotional significance attached to this?Psychology is the scientific study ofexperience and behaviour.

Psychological studies have gained increasing importance across a wide range of activities, including: • Human resources• Mental health• Personal development• Education• Sport• Social care• The creative industries

At Chichester, psychological investigationand knowledge considers everyday eventssuch as making friends and using technology. Using a questioning approachfrom the start, we’ll encourage you to askwhat behaviours are involved in such eventsand how those behaviours may be explainedusing psychological constructs and methodsof investigation.

Practical and laboratory experience as wellas skills development is embedded withinthis process. You’ll learn to link thedevelopment of research and analytic skillsto explanations relevant to everydayexperiences. This approach will continue tothe final year where you’ll explore contextssuch as work and lifestyle from apsychological perspective.

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We welcome all applicantswith the followingqualifications:

Entry requirements

Typical Offer (Individual offers may vary):

History (BA Hons)A levels: ABB – BBCAccess: Pass with 15 level 3 credits worth ofunits at MeritInternational Baccalaureate: 30 points

Politics and Contemporary HistoryA levels: ABB – BBCAccess: Pass with 15 level 3 credits worth ofunits at MeritInternational Baccalaureate: 30 points

PoliticsTBC

Alternatively, for either course – successfulcompletion of the mature student non-standard entry process.

For this pathway, please apply directly to:• Dr Hugo Frey, Head of Department,

Email: h.frey@chi.ac.ukThe Complete University Guide 2014

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Dr Esther Burkitt Reader in Developmental Psychology

Esther’s research primarily focuses on expression and communication inchildren’s drawing and art work, the impact of non-verbal communication onchildren’s learning, and the psychological benefits of, and attitudes towards,art. She publishes regularly in international peer reviewed journals and is a partof an international research group of applied psychologists led by Drs HansTrautner (University of Wuppertal) and Constance Millbraith (University ofBritish Columbia). Esther is an invited member of the professional networkinggroup headed by Professor James Kaufman (Yale University), the world’sleading researcher into children’s creative behaviour. She is a CharteredScientist and Chartered Psychologist with the British Psychological Society.

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Psychology(BSc Hons)

Accredited by the BritishPsychological Society (BPS), thiscourse will enable you to gain ascientific understanding of themind, brain, behaviour andexperience, as well as thecomplex interactions between them.

The course sets psychological investigationand knowledge into everyday activity andfunctioning, and encourages students to askwhat behaviours are involved in thoseactivities, and how may those behaviours beexplained using psychological constructs andmethods of investigation. A questioningapproach to behaviour is thus encouragedfrom year one. Practical and laboratoryexperience and skills development isembedded within this process, as is practicalexperience of research participation, thuslinking the development of research andanalytic skills to explaining behavioursrelevant to everyday functioning andexperiences. This approach is carriedthrough to the final year where psychologicalknowledge is applied to contexts relevant topeoples’ lives and work.

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Level Four Module Information

Year one explores everyday experiences andpsychology – what thoughts, feelings,attitudes and beliefs influence what we do ineveryday life, and how do psychologistsunderstand them?

Everyday Experience and Psychology– Making Friends

AimsTo understand a broad area of everydayfunctioning and experience in terms of thebehaviours, feelings, attitudes, and mentalprocesses involved in that experience. Themodule aims to use functional analysis sothat a broad experience can be brokendown into a series of questions concerningthe sub-functions and behaviours involved,allowing the psychological constructs andtheories that are associated with thosebehaviours to be elucidated and explored.Exploration will involve appropriate methodsto investigate what psychological constructsand theories relate to relevant behavioursand function.

Indicative Curriculum ContentThe module will explore the experience ofmaking friends through the processes relatedto forming an impression of a person, feelingattracted or not to them, wanting to be theirfriend, getting to know them and forming arelationship with them, through a variety ofbehaviours, such as approaching them,talking to them, and meeting them socially.Psychological theories and empirical findingsfrom investigations into impressionformation will be introduced, andobservational methodology will be explored.

Everyday Experience and Psychology– Being Employed

AimsTo understand a broad area of everydayfunctioning and experience in terms of thebehaviours, feelings, attitudes, and mentalprocesses involved in that experience. Themodule aims to use functional analysis sothat a broad experience can be brokendown into a series of questions concerningthe sub-functions and behaviours involved,allowing the psychological constructs andtheories that are associated with thosebehaviours to be elucidated and explored.Exploration will involve appropriate methodsto investigate what psychological constructsand theories relate to relevant behavioursand function.

Indicative Curriculum ContentThe module will explore the experience ofbeing employed in relation to why peoplechoose the jobs they do, how they areselected for jobs by organisations, and whattheir attitudes are once in a job. Thesefunctions will be addresses in terms of thepersonality, interests, aptitudes and abilitiesinvolved in vocational choice, thepsychometric tests used by organisations tochoose recruits, and the reaction to theirjobs felt by employees. Psychologicaltheories and empirical findings frominvestigations into psychometricmeasurement of abilities and interest, jobsatisfaction, job stress, and workengagement will be introduced, andinterview/questionnaire-based methodologywill be explored.

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Study Skills for Psychologists

AimsDevelopment of essay writing,communication skills, and note-taking iscommon to many courses in highereducation. For psychologists these demandsgo alongside the need to develop extensivenumerical, data analysis, research design, andgroup-work and project management skills.In particular psychologists are expected torealise, as the culmination of their learningon a degree course, the production of anempirically-based project in their final year,demanding a wide range of skills, includingthose relating to the practical aspects ofresearch design and research participation.This module aims to provide theopportunity to experience and develop anunderstanding of a range of skills within thepsychology field, ranging from ability to citereferences correctly to writing practicalreports and research participation.

Indicative Curriculum ContentThe module will begin with a considerationof scientific reasoning and reflection skills.Other areas that will be included areeffective use of information sources,effective reading skills, note-taking, essaywriting skills, listening and interviewing skills,and skills involved in writing research reportsand presenting scientific information.

Principles of Psychology

AimsThe module seeks to enable the student tounderstand the development of modernpsychology, and to understand its currentscope and methods of investigation. Themodule will also aim to introduce studentsto the methods used by psychologists.

Indicative Curriculum ContentThe module will examine the origins anddevelopment of modern psychology. It willfocus on the main approaches to studyingand describing human behaviour, forexample: behaviourism, thepsychodynamic approach, the humanisticapproach, the cognitive approach and thebiological basis of behaviour. These will beexamined with relevance to key studies inthe area and to contemporary issues.

Everyday Experience and Psychology– Living the Dream

AimsTo understand a broad area of everydayfunctioning and experience in terms of thebehaviours, feelings, attitudes, and mentalprocesses involved in that experience. Themodule aims to use functional analysis sothat a broad experience can be brokendown into a series of questions concerningthe sub-functions and behaviours involved,allowing the psychological constructs andtheories that are associated with thosebehaviours to be elucidated and explored.Exploration will involve appropriate methodsto investigate what psychological constructsand theories relate to relevant behavioursand function.

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Indicative Curriculum ContentThe module will explore the experience ofliving the dream relating the need tounderstand one’s own motivation,aspirations, and goals to self-development,personality, need for achievement, self-efficacy, and self-esteem. Psychologicaltheories and empirical findings frominvestigations into needs, motivation, andself-concept will be introduced, andquestionnaire-based methodology will be explored.

Everyday Experience and Psychology– Using Technology

AimsTo understand a broad area of everydayfunctioning and experience in terms of thebehaviours, feelings, attitudes, and mentalprocesses involved in that experience. Themodule aims to use functional analysis sothat a broad experience can be brokendown into a series of questions concerningthe sub-functions and behaviours involved,allowing the psychological constructs andtheories that are associated with thosebehaviours, to be elucidated and explored.Exploration will involve appropriate methodsto investigate what psychological constructsand theories relate to relevant behavioursand function.

Indicative Curriculum ContentThe module will explore the experience ofusing everyday technologies such as cashmachines, mobile phones, i-pods, andcomputers, relating the need to learn andremember how to operate them toprocesses of memory, attention, anddecision-making on the one hand, and theirusability on the other. Psychological theories

and empirical findings from investigationsinto learning, perception, memory, attentionand human-machine interaction will beintroduced, and experimental methodologywill be explored.

Everyday Experience and Psychology– Perspectives on Psychology

AimsThis module aims to introduce thebackground and work of prominent figureswho influenced the development of modernpsychology, and encourage students to beginto explore for themselves key thinkers inpsychology, focussing on how key thinkersdesign and conduct research in their field.

Indicative Curriculum ContentThe module seeks to enable the student tounderstand the contribution of key thinkersto the development of modern psychology,and to appreciate their biographicalbackgrounds. The lives and work of keythinkers will be introduced andcontextualised with reference tocontemporary ideas and mores.

Interpersonal Skills

AimsCommunicating and interacting with othersis a natural occurrence in everyday life. Inboth psychology and sport and exercisepsychology, these skills are essential andrequire person to person interaction anddevelopment of sound workingrelationships. The aim of this module is toprovide a basis to explore the nature ofcommunication and interpersonal skills.

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Indicative Curriculum ContentThe module will begin with a considerationof the nature of interpersonal skills andthe elements that constitute effectivecommunication. This will provide anopportunity to explore models ofcommunication. Students will also takepart in practical sessions that allowreflections of their own communicationskills as well as the basis of verbal andnon-verbal communication. In addition,students will be required to reflect ontheir own interpersonal skills whileworking on a group project. Finally, thismodule will also examine appliedsuggestions for enhancing interpersonalskills and dealing with group difficulties.

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Level Five Module Information

Year two provides the knowledge abouttheories and findings in core areas ofpsychology – what theories do psychologistshave about why we behave the way that we do?

Biological Psychology

AimsThis is the study of the biological andphysiological bases of mind and behaviour.The aim is to introduce you to basic theory,research findings and methods ofinvestigation in behavioural genetics,neuropsychology, socio-biology andevolutionary psychology. You’ll gain a criticalunderstanding of the ways in whichbehaviour is influenced by biological factors,the nature of the processes involved inbiological processes, and the ways in whichempirical research can help us to understandhow biological processes influence what we do.

Indicative Curriculum ContentThe module will provide you with anintroduction to the ways biological processeshave been studied – for example, throughbrain lesions and cell stimulationmethodologies. The following areas will beinvestigated in terms of underlying theoryand empirical research: behavioural genetics,neuro-imaging, neuropsychology, socio-biology and evolutionary psychology.

Cognitive Psychology

AimsHere, the study of mental processes ofindividuals takes precedence. The aim of themodule is to introduce you to basic theory,research findings and methods ofinvestigation in perception, attention,learning, memory, problem-solving, thinkingand language. The module aims to provide acritical understanding of the ways in whichbehaviour is influenced by cognitive factors,the nature of cognitive mechanisms and theways which empirical research provides anunderstanding of how cognitive processesinfluence what we do.

Indicative Curriculum ContentYou’ll gain an introduction to the wayscognitive processes have been studied – for example through experimental andcognitive neuropsychological methodologies.The following areas will be investigated interms of underlying theory and empiricalresearch: attention, perception, learning,thinking and language.

Developmental Psychology

AimsSeeing as developmental psychology involvesthe study of growth and maturation incognitive, personality and social processes,the aim here is to introduce you to basictheory in childhood, adolescence andlifespan development. The module aims toprovide a critical understanding of the waysin which behaviour is influenced bydevelopmental factors, the nature ofdevelopmental processes, and the ways inwhich empirical research can inform anunderstanding of how developmentalprocesses influence our actions.

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Indicative Curriculum ContentThe module will introduce you to differentstudies of developmental processes – forexample, observational and case studymethodologies. The areas of attachment,social relations, cognitive and languagedevelopment will be investigated in terms ofunderlying theory and empirical research.

Individual Differences Psychology

AimsThis involves studying the personal,cognitive, affective and ethnic attributeswhere people differ from one another. Theaim is to introduce you to basic theory,research findings and methods ofinvestigation in: personality, intelligence,cognitive style, mood, mental health, genderand ethnicity. The module will provide acritical understanding of the ways in whichbehaviour is influenced by individualdifference factors, the nature of theprocesses involved in individual differences,and the ways in which empirical research canhelp us to understand how individualdifferences influence what we do.

Indicative Curriculum ContentWe’ll introduce you to the ways in whichindividual differences processes have beenstudied – for example, through psychometricsand case study methodologies. The followingareas will be investigated in terms ofunderlying theory and empirical research:personality, intelligence, cognitive style,motivation, gender and ethnicity.

Social Psychology

AimsHere, the study of how individuals’ thoughtprocesses are influenced by those that theycome into contact with every day will beconsidered. The aim is to introduce you tobasic theory in social psychology. By the endof the module, you should be able to:describe the important theories andresearch findings in social psychology; discussthe theories and key findings covered in thecourse and their relevance to everyday life;and understand and think critically aboutissues and research in social psychology.During the course, you’ll examine firstly theextent to which behaviour is influenced bysocial factors and secondly the ways in whichempirical research can help us to understandhow social processes influence what we do.

Indicative Curriculum ContentThe Social Psychology module provides anintroduction to social psychology and socialcognition. You’ll cover topics, such as:person perception, social influence,stereotyping and prejudice, attitudes,attributions, group processes, and attractionand close relationships.

Research Methods for Psychology:Experimental Designs and Analysis

AimsThe module aims to develop anunderstanding of experimental designs andassociated methods of analysis related toPsychology, and to introduce students toresearch ethics.

Indicative Curriculum ContentThe module will develop knowledge ofexperimental approaches to investigating and analysing psychological data. Therelationship between experiment and causal reasoning will be outlined. Areas coveredinclude ANOVA designs and analysis.

Research Methods for Psychology:Survey and Qualitative Designs andAnalysis

AimsThe module aims to develop an understandingof survey and qualitative designs and associatedmethods of analysis related to Psychology.

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Level Six Module Information

Year three relates psychology to widercontexts such as lifestyle, health and work–what contribution can psychology indifferent walks of life and employment?

Indicative Curriculum ContentThe module will develop knowledge ofsurvey and qualitative approaches to investigating and analysing psychological data,including multiple regression. Therelationship between correlational analysisand predictive reasoning will be outlined.Areas covered will include multivariateanalysis (multiple and logistic regression) and content analysis.

Conceptual and Historical Issues inPsychology

AimsAn important part of understanding thediscipline and study of psychology isknowledge of the ways in which the study ofthe mind has been conducted. Conceptualand Historical Issues in Psychology aims todevelop an understanding of historical andcontemporary psychological research andtheoretical attempts to integrate empiricalfindings, including the scientific underpinningsof psychology as a discipline.

Indicative Curriculum ContentThe module will provide an introduction tothe historical bases of psychology and important associated findings. Prominentschools of thought about how mind should be conceived and studied will beexplored. The areas of introspection, psychoanalysis, behaviourism, evolutionarypsychology, gestalt psychology, and cognitivism will be investigated.

Psychology in Context: Work andOrganizations

AimsWorking life is important to almost allpeople of working age, and a key areawithin which psychologists engage inprofessional practice. This module aims to introduce and explore importantaspects of the working environment, theirrelationship to psychological reactions inemployees, and consequent job andorganizational performance. The ways inwhich psychologists work with business andindustrial organizations will be outlined, andthe career pathways of work andorganizational psychologists explained.

Indicative Curriculum ContentThe course will consider a range ofrelationships between working conditions, jobs and organizational processes,psychological outcomes and their impact on job and organizational performance. Theareas of selection and assessment, job design, job satisfaction, job stress,motivation, work engagement,organizational commitment, safety at work,and organizational leadership and team-working, will be investigated. The ways inwhich professional psychologists work with organizations will be outlined.

Psychology in Context: Lifestyle andHealth

AimsPhysical inactivity is recognised as a keypredictor of a range of adverse health andsocial outcomes. Increasing activity levels inthe general population is now a priority ofgovernment and opportunities for activityprofessionals are increasing. Students willintegrate a complex knowledge base derived

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from mainstream psychology, health andsport and exercise, as well as the discipline of health promotion to provide a theoreticalunderpinning to the professional practice ofactivity promotion and intervention.

Indicative Curriculum ContentThe course will evaluate the evidence ofcurrent practices of professionals involved in physical activity adoption andmaintenance. The areas of individual, group-based and community interventionswill be examined in terms of their theoretical underpinning, structure andevaluative methods. A particular emphasis will be placed upon interventionswith specialised populations and in particular, children and adolescents.

Option: Psychology and Social Issues

AimsThe broad aim of the module is to provide apsychological and interdisciplinary focus onten issues of current social concern, whichcan be organised into four broad themes: 1) Diversity, power and conflict in society 2) Economic and consumer society 3) Childhood4) Health and illness

Indicative Curriculum ContentThe module will provide an introduction topsychological and interdisciplinary focus on ten issues of current social concern.The areas of discrimination (gender, age,race, disability and sexual orientation),perceptions of rape and rape victims, childabuse and family violence, the psychology ofmaterial possessions, shopping and shoppingaddiction, childhood (non-verbalcommunication and interventions), healthand health inequalities , sexual health,contraception and abortion, chronic illness,dying, death and bereavement, health

promotion, disease prevention and the healthcare system will be investigated in terms ofunderlying theory and empirical research.

Option: Professional Skills inPsychology

AimsProfessional Skills in Psychology aims toprovide an introduction to a number of key methods and techniques thatprofessional psychologists employ in a variety of applied settings. While many ofthe modules in typical BSc in Psychologyprogrammes are necessarily heavilytheoretically focused, Professional Skills inPsychology aims to put theory into practice.

This module aims to introduce and exploreimportant aspects of Counselling Psychology and the role of the therapeutic relationship.Interviewing skills in psychological settings will be explored in relation to thestrengths and weaknesses of structured andsemi-structured interview methods. Studentswill gain experience of participating in arecorded interviewing session in the role ofinterviewer or interviewee. The ways in whichpsychologists assess aptitudes, intelligence, andpersonality in applied settings will beexamined. Students will participate in asupervised administration of a standardisedintelligence that will give experience of andinsight into psychological assessment typicallyconducted by child psychologists, educationalpsychologists, clinical psychologists, andoccupational psychologists. Successfulcompletion of the module would provide avaluable introduction into some of themethods and procedures that students may goon to study and receive training in more depthat post-graduate level.

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Indicative Curriculum ContentThe course will consider some of the key methods and assessment techniques that arecommonly used by professionalpsychologists in their daily working lives. Themodule will introduce some of the keyprinciples of effective counselling psychologyand the importance of empathy and positiveregard to the success of the therapeuticrelationship. Effective interviewing skills forpsychologists will be identified and outlined with respect to structured and semi-structured clinical interviews. Students will participate in an interviewing session that willbe recorded on video. The module will buildon from theory outlined in the IndividualDifferences module and examine keypsychometric principles underlyingpsychological tests of intelligence andpersonality. Students will participate in thesupervised administration of a majorstandardised test of intelligence, to gainexperience in psychometric testadministration, scoring, and interpretation.

Independent Project

AimsThe independent project provides anopportunity to apply appropriate knowledge,concepts, techniques and research methods ofPsychology to an in-depth study of a particularquestion or problem related to Psychology.This module aims to foster a greaterunderstanding of the processes involved inundertaking a research project, and marks theculmination of the student’s learningexperience. The study will enable the studentto produce a written research report, and aposter presenting a summary of their researchand findings.

Indicative Curriculum ContentStudents are encouraged to adopt aproblem-oriented approach of which thefirst stage is to identify a problem inpsychology which is of interest andrelevance to their degree studies. Anappropriate approach to addressing theproblem is then determined throughdiscussion with tutors who have relevanttheoretical and practical expertise. Theinvestigation may be based within a singlediscipline, or it may involve more than onediscipline, but it must be based within thestudent’s chosen degree programme. In allcases tutors will advise on the capability ofthe student to complete the complexity ofthe study in the time available and with the necessary resources.

Psychology Project Management andPresentation Skills

AimsThe independent project in Psychology isdemanding of a wide range of skills, fromproject management to presentation ofresults in an accessible form. This moduleaims to provide students with theopportunity to develop their project management skills, to further develop theirscientific reasoning and reporting skills, andto learn skills enabling the production of aposter presenting research work.

Indicative Curriculum ContentThe course will cover the projectmanagement skills involved in independent psychological research and its presentation.Areas covered will include time-management, assertiveness, negotiation,scientific reporting, and use of visual presentation software.

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We understand the importanceof ensuring that you’ve theknowledge, skills and experienceto compete successfully intoday’s challenging jobs market.

In addition to the work placements andsector-specific employability and enterprisemodules that many of you’ll have embeddedin your course, we’ve developed a studentand graduate internship scheme.

Our commitment is to make sure thatstudents and graduates from all disciplinesthat register on the programme, andsuccessfully complete the necessarypreparation, have the opportunity to applyfor internships.

What makes us different...our commitment to youremployability

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Destination of Leavers from Higher Education survey*

* 92.5% of our students who graduated in 2012, after studying with us full time for theirfirst degree, were in full-time employment or undertaking postgraduate studies.

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People and Well-being in the Everyday Research

The People and Well-being inthe Everyday Research(POWER) Centre is a researchcentre based within ourdepartment of Psychology and Counselling.

We specialize in researching everydayaspects of well-being with the aim of makinga difference to people’s lives by developingways to enhance well-being.

The focus on Well-being in the Everydayreflects, for example, engagement in, andemotional aspects of working life, culturalaspects of healthy behaviours, theunderstanding of children’s emotionalexpression through drawing and theinfluence of who they are drawing for,message priming and the healthymanagement of wide-ranging conditionssuch as diabetes, and the consequences ofinefficiencies of prospective memory inwork and aging populations, including those with Alzheimer’s. POWER is involvedin collaborative research with local andnational institutions.

The POWER Centre holds six qualifiedpsychologists with expertise in workplace,cognitive, developmental and social andhealth psychology. It also boasts fourcounsellors/psychotherapists who specialisein humanistic counselling, neuro-linguisticprogramming and arts therapy.

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Professor Nik ChmielPOWER Centre Director, Head ofPsychology and CounsellingNik’s a chartered occupational psychologist aswell as director of the POWER Centre andhead of Psychology and Counselling atUniversity of Chichester. With over 24 years’experience in this field, his research interestsare in the study of the psychology of safety atwork, job stress and workforce engagement.

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Staff profiles

Dr Esther BurkittReader in Psychology (Life Span/Developmental)Esther has previously lectured at The OpenUniversity; Victoria University, NewZealand; University of Portsmouth; andUniversity of Sussex. Esther graduated witha BA (Hons) in Psychology, Philosophy andPhysiology from University of Oxford in1995, an honorary MSc in Psychology fromUniversity of Oxford in 2000 and was alsoawarded a PhD by University of Surrey in2000 for examining expressive aspects ofchildren’s drawings. She’s a charteredpsychologist and chartered scientist with theBritish Psychological Society (BPS) and aFellow of the Higher Education Academy.

Professor Nik ChmielHead of Psychology and Counselling A Chartered Occupational Psychologist, Nik is past president of the EuropeanAssociation of Work and OrganizationalPsychology. He’s on the policy committeefor the BPS publication The Psychologist and a consulting editor of the EuropeanJournal of Work and OrganizationalPsychology. His research interests focus onpsychology in the workplace and include thepsychology of safety at work, job stress andwork engagement.

Dr Sue ChurchillSenior Lecturer in Psychology, ProgrammeCoordinator Psychology (BSc Hons)Before joining the Psychology andCounselling Department at Chichester, Sueheld posts at University of Sussex andUniversity College London (UCL). Herresearch interests are in social psychologyand health. In particular, she’s interested ininvestigating the effectiveness ofinterventions to promote health-enhancingbehaviour relating to: diet, alcoholconsumption, exercise, safe sex and smokingcessation. Sue reviews papers for BritishJournal of Health Psychology and BritishJournal of Social Psychology.

Dr Melissa DaySenior Lecturer in Sport and ExercisePsychologyBritish Association of Sport and ExerciseSciences (BASES) member Melissa is on theeditorial board of The Sport and ExerciseScientist. Her research interests include thearea of stress, appraisal and coping,psychological trauma in sport (in relation toinjury) and skill disruption/skill loss. Shereviews for the Journal of Applied SportPsychology; Anxiety, Stress, and Coping; andEuropean Journal of Sport Science.

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Dr Iain GreenleesReader in Sport and Exercise PsychologyChartered Sport and Exercise PsychologistIain has an interest in social psychology andthe social psychology of sport. He’s themodule coordinator for Principles ofPsychology (level one), Group Dynamics(level three), Sport Psychology (MScmodule) and Sport Psychology Interventions(MSc Module). Iain's research interestsinclude impression formation and personperception, group dynamics, motivation insport and applied sport psychology.

Dr Ruth LowrySenior Lecturer in Sport and ExercisePsychologyChartered Sport and Exercise PsychologistRuth’s a chartered scientist with the BPS.Her research interests are in the area ofphysical activity and include: participationmotivation; volunteerism; the role of theenvironment in facilitating physical activity;and the role of peers and friends in activityand sport involvement. She regularly peerreviews for journals, including: British Journalof Educational Psychology; Journal of SportsScience; Archives of Pediatrics & AdolescentMedicine; The Psychologist; Sport & ExercisePsychology Review; and InternationalReview of Sport and Exercise Psychology.

Dr Antonina PereiraSenior Lecturer in PsychologyAntonina has a PhD in Psychology from theUniversity of Reading, UK where she wasalso granted an MSc in Research Methods inPsychology. She also holds a Master’s degreeat the High Institute of Applied Psychology(ISPA), in Lisbon, as well as a degree inLinguistics at the Universidade Nova deLisboa. Her research interests focusparticularly on neuropsychology andneuroscience, and include memory, agingand the early neurodegenerative process,language, and cognition. She has consistentlyworked for the promotion of scientificknowledge, of which the post of executivemanager of the Biannual AdministrativeBoard of the Portuguese Dementia andCerebral Aging Society (GEECD) is anexample. Antonina is an editorial reviewerfor the Journal of Alzheimer's Disease andfor the Annals of Neurology.

Dr Matthew SmithSenior Lecturer in Sport and ExercisePsychologyBPS and BASES member Matthew’s workingtowards BASES accreditation as a sportpsychologist. His research interests includeperson perception in sport as well asleadership in sport and exercise settings.

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Dr Roy SpinaSenior Lecturer in PsychologyRoy previously held lecturing posts atBirmingham City University and Queen'sUniversity in Canada. Living and teaching inJapan for three years, and subsequentlytravelling throughout East and Southeast Asiafor a year, stimulated Roy's interest inindividual and cultural differences. Onreturning from Asia, Roy completed hisgraduate studies in Canada and acquired astrong background in research methodologyand statistics, with an emphasis onexperimental research. Although his researchinterests are diverse, they can be broadlyclassified into the areas of culture and socialcognition. Roy's research interests include:individual and cultural differences in judgmentand decision-making; response biases;attributions; curiosity; implicit measures ofsocial cognition; and attitudes toward groups.

Dr Ian TyndallSenior Lecturer in PsychologyIan’s a cognitive psychologist and behaviour-analyst. His research interests have centredon examining cognitive verbal processes thatmay underlie the development andmaintenance of clinical anxiety disorders,such as specific phobia, from a behaviour-analytic perspective. This research focusedon devising successful treatment strategies totarget the verbal/language processesunderpinning anxiety disorders in therapeuticsettings. Other research interests include thedevelopment of simple cognitive tests forearly detection of dyslexia and the role ofbrain wave patterns in problem-solvingperformances. Ian’s also a member of ThePsychological Society of Ireland (PSI) andAssociation for Behaviour AnalysisInternational (ABAI).

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Find out moreContact: 01243 816002Email: admissions@chi.ac.ukWeb: www.chi.ac.uk/psychology

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