UKZN Undergraduate Psychology Courses 

UKZN Undergraduate Psychology Courses

• PSYC101 Introduction to Psychology A

  Aim

  A general introduction to the discipline: Part One

  Content

  A selection of topics from: Schools of thought in Psychology; Biological bases of behaviour; Cognition inter alia: perception; learning and memory; thinking and language; intelligence; psychological research; Organisational psychology.

  Assessment	Cumulative assessment (40%) Examination (60%)
  DP Requirements	As per School of Psychology rules

  (30L-10T-0P-0S-60H-56R-0F-0G-4A-13W-16C)

• PSYC102 Introduction to Psychology B

  Aim

  A general introduction to the discipline: Part Two

  Content

  A selection of topics from: Human development; Personality theories; Social Psychology; Community Mental Health; Health, Risk and Coping; Psychopathology.

  Assessment	Cumulative assessment (40%) Examination (60%)
  DP Requirements	As per School of Psychology rules

  (30L-10T-0P-0S-60H-56R-0F-0G-4A-13W-16C)

• PSYC201 Introduction to Research

  Aim

  To introduce students to basic principles of qualitative and quantitative research design and analysis for the social sciences.

  Content

  The module introduces students to perspectives in social science research including issues of research design, research ethics and quantitative and qualitative methods of analysis. The statistics component of the syllabus explores a variety of elementary graphical and mathematical statistical procedures, including, inter alia, frequency displays, measures of central tendency and variability, sampling distributions, two-group inferential tests and measures of association.

  Assessment	Cumulative assessment (40%) Examination (60%)
  DP Requirements	As per School of Psychology rules

  (15L-3T-25P-0S-62H-52R-0F-0G-3A-13W-16C)

• PSYC202 Social Psychology

  Aim

  An introduction to social psychology, focusing on social and psychological aspects of inter-group relations.

  Content

  The course explores a variety of ways of understanding the relationship between psychology and social life. The various explanatory models are assessed in terms of their relative usefulness in helping us develop a truly social psychology – one that is able to link the understanding of individuals and groups to the social and cultural context in which they exist. These theoretical frameworks are discussed in relation to contemporary social issues.

  Assessment	Cumulative assessment (40%) Examination (60%)
  DP Requirements	As per School of Psychology rules

  (14L-0T-0P-0S-30H-24R-0F-0G-12A-6W-8C)

• PSYC203 Developmental Psychology

  Aim

  To introduce learners to child and adult psychosocial development with the objective of acquiring a critical and informed knowledge base from which to apply child development themes, theories and methodologies within the South African context.

  Content

  An understanding of the processes of psychosocial changes over the life span especially during childhood and adolescence will be the major focus, enabling the learner to contextualise other studies of human behaviour within a developmental time frame. It draws on several theories of development to introduce learners to some of the conceptual and research issues within developmental psychology.

  Assessment	Cumulative assessment (40%) Examination (60%)
  DP Requirements	As per School of Psychology rules

  (20L-6T-0P-0S-30H-20R-0F-0G-4A-6W-8C)

• PSYC207 Industrial Psychology 2A

  Aim

  1. To examine theories and research in the field of organisational theory in order for students to understand the structure, function and behaviour of individuals within organisations, and organisations in relation to their environment; 2. To examine theories of organisational behaviour in terms of the functioning and success of the individual, the group, and the organisation within the work environment.

  Content

  1. Organisational theory; 2. Individual, group and organisational processes.

  Assessment	Cumulative assessment (40%) Examination (60%)
  DP Requirements	As per School of Psychology rules
  Prerequisite	Prerequisite: Introduction to Psychology A and B.

  (36L-20T-0P-0S-100H-0R-0F-0G-4A-13W-16C)

• PSYC208 Industrial Psychology 2B

  Aim

  1. To introduce students to issues concerning interests, abilities, and personality in relation to career choice and adjustment. To also consider the influence of social forces, as well as individual work experience and psychological development throughout the life-span.; 2. To explore the various internal and external environmental forces that have an effect on the management of people in an organisation. The course will describe the major roles and functions of a human resource department.

  Content

  1. Work and careers; 2. Psychology at work.

  Assessment	Cumulative assessment (40%) Examination (60%)
  DP Requirements	As per School of Psychology rules
  Prerequisite	Prerequisite: Introduction to Psychology A and B.

  (36L-20T-0P-0S-94H-0R-6F-0G-4A-13W-16C)

• PSYC210 Neuropsychology & Cognition

  Aim

  To introduce learners to key concepts within neuropsychology and cognition.

  Content

  Attention and consciousness, perception, knowledge representation, memory, problem solving and creativity, theoretical perspectives on how the brain functions and selected neuropathological conditions.

  Assessment	Cumulative assessment (40%) Examination (60%)
  DP Requirements	As per School of Psychology rules

  (20L-6T-0P-0S-30H-20R-0F-0G-4A-6W-8C)

• PSYC211 Health Psychology

  Aim

  To provide a critical understanding of the biopsychosocial model of health and illness.

  Content

  Understanding of health and illness from a biopsychosocial perspective; the role of psychology in understanding both the cause and treatment of illness, and in the promotion of optimal health.

  Assessment	Cumulative assessment (40%) Examination (60%)
  DP Requirements	As per School of Psychology rules

  (20L-6T-0P-0S-30H-20R-0F-0G-4A-6W-8C)

• PSYC212 Psychology & Society: Understanding Violence

  Aim

  To provide an introduction to the problem of violence in South Africa, exploring the issue from a range of social-psychological perspectives.

  Content

  The course compares and contrasts various theoretical approaches to understanding violence, beginning with popular media accounts, continuing into traditional psychodynamic explanations, moving through social learning theories and traditional social psychology theories of intergroup conflict, and going on to present contemporary focus on violence against women and children in South Africa. The course does not simply present the range of theories, but provides a critical analysis of the implications of adopting each theoretical persepective, showing how our assumptions – about violence, individuals, and society – shape how we able to solve the problem of violence in contemporary South Africa.

  Assessment	Cumulative assessment (40%) Examination (60%)
  DP Requirements	As per School of Psychology rules

  (24L-0T-0P-0S-30H-22R-0F-0G-4A-6W-8C)

• PSYC213 Psychology & Society: Violence in Context

  Aim

  To provide a more advanced exploration of the problem of violence, building on PSYC212 (Psychology & Society: Understanding Violence), but going in more depth on the social aspects of violence in South Africa.

  Content

  The course shows how an effective psychology of violence needs to intergrate a critical social analysis, including an exploration of social structures, cultures and historical forces. It contrasts the psychological notion of aggression with the idea of structural violence as an underlying social problem. It locates the current violence in the historical context of colonialism and Apartheid, and examines sources of social conflicts such as patriarchy, capitalism and racism, and show how these impact on individuals, especially young people growing up in contemporary South Africa. There is also a special focus on the ideas of Frantz Fanon.

  Assessment	Cumulative assessment (40%) Examination (60%)
  DP Requirements	As per School of Psychology rules
  Prerequisite	Prerequisite: The course may only be done by students who have completed PSYC212 (Psychology & Society: Understanding Violence).
  Note	This course may not be offered every year – check if available. Not offered in 2008.

  (24L-0T-0P-0S-30H-22R-0F-0G-4A-6W-8C)

• PSYC217 Childhood and Adversity

  Aim

  Critical overview of frameworks for understanding childhood developmental processes. The focus is on the material and ideological context of growing up in South Africa.

  Content

  The module considers two contexts of adversity. viz. (i) child sexual abuse, including teenage pregnancy and (ii) HIV/AIDS. The impact of socio-cultural factors on our conceptualization of childhood is given prominence.

  Assessment	Cumulative assessment (40%) Examination (60%)
  DP Requirements	As per School of Psychology rules

  (20L-0T-0P-0S-35H-21R-0F-0G-4A-6W-8C)

• PSYC301 Measurement, Experiment & Observation

  Aim

  To continue the study of basic principles of qualitative and quantitative research design and analysis for behavioural sciences.

  Content

  The principles of psychometrics; common South African tests; aspects of quantitative and qualitative research design & methodologies; statistical data analysis methods including, inter alia, contingency tables, non parametric statistics, parametric statistics and an introduction to the use of a statistical software package.

  Assessment	Cumulative assessment (40%) Examination (60%)
  DP Requirements	As per School of Psychology rules
  Prerequisite	Prerequisite: Psychology 201

  (15L-3T-25P-0S-62H-52R-0F-0G-3A-13W-16C)

• PSYC302 Pyschology of Personality

  Aim

  This module aims to introduce students to issues, controversies and applications of the psychology of personality, focusing on psychoanalysis and other contemporary approaches to personality.

  Content

  The module will cover various theories and approaches to personality as well as critical issues and applications of personality theory.

  Assessment	Cumulative assessment (40%) Examination (60%)
  DP Requirements	As per School of Psychology rules

  (18L-0T-3P-0S-35H-21R-0F-0G-3A-6W-8C)

• PSYC305 Cognitive Psychology

  Aim

  To give an overview of the fundamental theory, concepts and application of cognitive psychology.  To synthesise a broad range of topics.

  Content

  An introduction to cognitive psychology.  Theories of Cognition and Intelligence.  Core cognitive processes such as attention, mental imagery and consciousness.  Conscious vs unconscious perception and cognition.  Classical and contemporary theories of knowledge, and critical reasoning.  Motivation, with an emphasis on modern theories of action and decision-making.  Practical applications of cognitive psychology in sport psychology, psychotherapy, counselling.

  Assessment	Cumulative assessment (40%) Examination (60%)
  DP Requirements	As per School of Psychology rules

  (20L-6T-0P-0S-38H-10R-0F-0G-6A-6W-8C)

• PSYC320 Learning for the Workplace

  Aim

  To introduce students to the field of Skills Development (incorporating Human Resources Development) in South Africa and to develop their knowledge and understanding of the changing legislative and institutional landscape of Skills Development in South Africa. To provide students with a critical assessment of the macro-factors impacting on Skills Development in South Africa and to assess the extent to which the Skills development strategy is meeting its stated objectives addressing the shortage of scarce and critical skills. To provide students with a critical understanding of the theoretical, individual and organizational factors that impact on Skills Development and in particular the training and development of people in the workplace. To provide students with the necessary practical and theoretical capacity to understand the training function of a large organization.

  Content

  Macro-perspective of Skills Development; Legislation, institutions and agencies of Skills Development in South Africa; Case study on learnerships; Learning theories – in particular cognitive, behavioural, humanist and integrated theories of learning and their implications for training; Adult learning; The training and development subsystem; Learning Organisations.

  Assessment	Cumulative (Formative) assessment (40%) Examination (Summative) Assessment (60%)
  DP Requirements	As per School of Psychology Rules

  (40L-10T-0P-0S-90H-16R-0F-0G-4A-6W-16C)

• PSYC324 Youth Risk and Intervention

  Aim

  This module uses a critical approach to understanding youth (adolescent) risk and resilience, and to risk prevention interventions to promote healthy youth functioning in South African contexts.

  Content

  Foundational concepts from developmental, health and community psychologies are extended to explore implications of dominant western theories of adolescence for South African youth. These individual-based approaches emphasize youth vulnerability to negative influences, and their immaturity in dealing with expectations. This deficit model is set against a systems-based approach to youth embedded in networks of relations and social activities that serve as protective factors against risk.

  Assessment	Cumulative assessment (40%) Examination (60%)
  DP Requirements	As per School of Psychology rules.

  (36L-6T-0P-0S-60H-54R-0F-0G-4A-6W-16C)

• PSYC326 Labour Relationships:Context,Law and Practice

  Aim

  This module examines the labour relationship – the relationship between the work situation and workers – in specific historical, sociopolitical, legislative and economic contexts of South Africa.

  Content

  A contextual understanding of labour relations in South Africa explores various theories of conflict and power, which challenge conventional conceptualizations. These theories are applied to contemporary case-studies of conflict escalation, namely strike action and diversity in the workplace. Strategies of conflict management and intervention – mediation, facilitation and negotiation – are historically placed, and applied to current organizational practices.

  Assessment	Cumulative assessment (40%) Examination (60%)
  DP Requirements	As per School of Psychology rules.

  (0L-0T-0P-0S-160H-0R-0F-0G-0A-0W-16C)

• PSYC341 Psychopathology

  Aim

  This module forms a basic component of psychological teaching as it acquaints students with the major psychological disorders that are encountered in practice. It locates psychopathology within the broader social, cultural, political and economic context of South Africa and accordingly highlights alternate ways of viewing mental illness in addition to traditional theories of mental illness

  Content

  Introducton and overview of the various psychological disorders, theories regarding causation and controversies around diagnosis in non-western contexts.

  Assessment	Cumulative assessment (40%) Examination 60%
  DP Requirements	As per School of Psychology rules

  (30L-12T-0P-0S-92H-20R-0F-0G-6A-6W-16C)

• PSYC342 Counselling and Psychotheraphy

  Aim

  This module forms a vital component of Psychology as it acquaints students with basic theoretical knowledge and skills of counseling and psychotherapy. In addition it locates psychological theory and practice within the broader social, cultural, political and economic context of South Africa and thus aims to teach students to think critically about counselling practice issues.

  Content

  Introdcution to the process and skills of counselling as well as the theories of the major psychotherapies. The module engages with the controversies around and difficulties of using western theories in the South African context as well as some ethical issues related to the counselling situation.

  Assessment	Cumulative assessment (40%) Examination 60%.
  DP Requirements	As per School of Psychology rules

  (30L-12T-0P-0S-92H-20R-0F-0G-6A-6W-16C)

• PSYC343 Community Psychology

  Aim

  To gain insight into the various theories, models and practice of community psychology and to explore some of the challenges of community psychology, especially within the South African context.

  Content

  The module will cover the historical development and various theories and approaches within community psychology. In addition, community-based interventions are critically explored.

  Assessment	Cumulative assessment (40%) Examination (60%).
  DP Requirements	As per School of Psychology rules.

  (30L-12T-0P-0S-92H-20R-0F-0G-6A-6W-16C)

• PSYC345 African Psychology

  Aim

  To introduce students to the study of the human spirit and human behavioural phenomena from an African perspective.

  Content

  The module highlights the inadequacies of Western Psychology as it relates to African people and how it lacks relevance to Third world issues because of its individualistic orientation. Western Psychology assumptions and theories are questioned and the spiritual, mental, and physical interconnectedness of African reality is emphasised. The development of the ‘African self’ and the role of community on development are also explored.

  Assessment	Cumulative assessment (40%) Examination (60%)
  DP Requirements	As per School of Psychology rules
  Note	Not offered in PMB in 2008

  (30L-12T-0P-0S-92H-20R-0F-0G-6A-6W-16C)

• PSYC346 Culture and Cognition

  Aim

  This module aims to introduce students to the sociohistorical approach to cognition which links human cognition to the social and cultural world. The relevance of this way of conceptualizing cognition for the South African context will be explored.

  Content

  The primary theoretical framework for the module will be provided by Vygotskian theory and contemporary developments in theorizing cognition as sociohistorically constituted. The conventional dichotomization of biology (nature) and the ‘social’ (nurture) will be challenged, as will static formulations of cognition / intelligence and attempts to measure individual differences in the psychometric tradition.

  Assessment	Cumulative assessment (40%) Examination (60%)
  DP Requirements	As per School of Psychology rules
  Note	(Not offered in 2008)

  (30L-12T-0P-0S-92H-20R-0F-0G-6A-6W-16C)

• PSYC348 Self and Society

  Aim

  This module aims to introduce students to theories that articulate the relation between self and society by challenging the conventional dichotomous conceptualizations of these realities. The framework adopted will be broadly interpretive as a contrast to the empiricist tradition of psychology and present a range of theories from the hermeneutic, narrative and discursive approaches to understanding personhood.

  Content

  Contemporary critiques of these approaches will draw primarily on neo-marxist frameworks that reassert the importance of material conditions, practice and embodiment in the making of subjectivity. Specific aspects of identity and subjectivity, e.g. race, sexuality, work, will also be explored.

  Assessment	Cumulative assessment (40%) Examination (60%)
  DP Requirements	As per School of Psychology rules.

  (30L-12T-0P-0S-92H-20R-0F-0G-6A-6W-16C)