SCHOOL OF PSYCHOLOGY UNIVERSITY OF KWAZULU-NATAL: PIETERMARITZBURG PSYCHOLOGY HONOURS

SCHOOL OF PSYCHOLOGY UNIVERSITY OF KWAZULU-NATAL: PIETERMARITZBURG PSYCHOLOGY HONOURS 2011 Contents: 1. 2. 3. 4. 5. 6. 7. 8. 9. Page Introduction to...
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SCHOOL OF PSYCHOLOGY UNIVERSITY OF KWAZULU-NATAL: PIETERMARITZBURG PSYCHOLOGY HONOURS 2011 Contents: 1. 2. 3. 4. 5. 6. 7. 8. 9.

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Introduction to the School of Psychology Vision and Mission Statement Introduction to the Honours programme Staff involved in Honours Topic selection Time-table and examinations Research Project Teaching in Honours Final assessment in Honours Reading lists

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Appendices A. Topic details B. Resource Guides C. Tips for honours students

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Volunteer Programme Notes

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School of Psychology University of KwaZulu-Natal Private Bag X01 Scottsville, Pietermaritzburg, 3209, South Africa. Telephone +27 33 2605853; Fax +27 33 2605809 E-mail: [email protected] [email protected] Website: http://www.ukzn.ac.za/psychology

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1. INTRODUCTION TO THE SCHOOL OF PSYCHOLOGY VISION AND MISSION STATEMENT Vision of the School of Psychology The vision of the School of Psychology (SoP) is to be a standard setting institution of excellence in emerging niche areas within socio-psychological scholarship, with a focus on African psychology. The goal is to nurture and deliver excellence and innovation in knowledge production that addresses challenges in the national, regional and international development agenda in relevant ways. This will be acquired through critically informed and reflective teaching, research and community responsiveness. Mission of the School of Psychology The School of Psychology will provide enabling and innovative learning opportunities, scholarship and collaborative community activities in the socio-psychological arena that contribute to the development agenda of the South. To this end, the SoP offers theoretical and applied courses and critically informed research interventions that engage with international developments in the discipline and that are appropriate to the Southern African context. The SoP values and upholds its accountability to the broader community, funders, employers as well as the professional and international academic community.

History and profile of the School of Psychology

Psychology has been taught at the University of Natal since its inception in Pietermaritzburg in 1911. At that time, Psychology, together with Ethics, Logic and Politics, was taught by the Department of Philosophy. A separate Department of Psychology was established in 1937 and in that year both Psychology and Industrial Psychology were offered as majors. Both theoretical and applied courses in Psychology were taught, with the main areas of application being education, industry, health and mental health. The Pietermaritzburg School of Psychology was formed in 1998 through the amalgamation of the Departments of Psychology and Educational Psychology and the Child and Family Centre. There are 15 full-time and approximately 25 part-time members of the academic staff and four permanent administrative staff. Fifteen undergraduate courses are offered, for which we have more than 2000 registrations per annum. There are several postgraduate options, including a Postgraduate Diploma in Psychology, Honours in Psychology and professional Masters courses in Clinical, Counselling, Educational and Research Psychology and a specialised Masters course in Research Ethics. At any one time we have more than 10 Doctoral and 60 Masters students registered in the school. The School of Psychology in Pietermaritzburg has a vigorous and varied research programme and a good publication and grants record. Several members of staff serve on international and national professional, scientific and funding bodies. The School‟s consultation and community development activities are partly conducted through the Child and Family Centre. These services are provided by registered staff and supervised postgraduate Masters students. st

From January 1 2004 the Universities of Natal and Durban Westville merged to form the University of KwaZulu-Natal and the three former Departments and Schools of psychology now form a single multi-campus School. The current overall acting Head of the School of Psychology is Prof Steven Collings of Howard College (Dbn), and the acting Deputy Head of School is Prof Doug Wassenaar of the Pietermaritzburg Campus, UKZN.

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2. INTRODUCTION TO THE HONOURS PROGRAMME Psychology Honours is for candidates who have achieved good results in their undergraduate courses. The Honours course is designed to provide a critical and conceptual base for learners wishing to proceed to higher degree study in psychology. Applicants must have majored in the required number of undergraduate psychology credits. The number of places available limits acceptance. Selection is primarily on merit, based on achievement in the undergraduate psychology programme. The school reserves the right to take other factors into account when selecting candidates. The school reserves the right to interview applicants. The rules governing the Honours degree (the composition of the degree, the selection of topics, the credit points assigned etc.) are set out below. In addition to this booklet, all Honours candidates should attend the Orientation Programme that the school arranges at the beginning of each year. Students are encouraged to discuss their difficulties and problems with the staff and/or the Honours Coordinator. NB:

KEEP THIS BOOKLET FOR PERMANENT REFERENCE. If you plan further postgraduate study in South Africa or overseas, universities will require the enclosed details to verify your Honours syllabus. It is your responsibility to preserve your course materials information for such purposes as details may vary from year to year.

3. STAFF INVOLVED IN HONOURS NB KD BK MK LL GCL DM CM NM PM VO‟N MQ VS MvdR DRW

- Ms Nana Buthelezi - Prof Kevin Durrheim - Dr Bev Killian (on sabbatical first semester) - Mr Molelekoa Kometsi - Prof Lance Lachenicht - Prof Graham Lindegger - Mr Douglas Mansfield - Ms Carol Mitchell (Course Coordinator: Honours) - Ms Nicole Mamotte (UNAIDS AAVP ELH Project) - Ms Phindile Mayaba - Ms Viv O‟Neill - Mr Mike Quayle (on sabbatical first semester) - Mr Vernon Solomon - Dr Mary van der Riet (on leave from Feb 2011) - Prof Doug Wassenaar

Additional part-time staff may teach on the course as required. Ms Meryl Savage is the Honours administrator: ph +27 33 2605166, fax +27 33 2605363 email: [email protected]. Please keep Ms Savage informed of all changes in your contact details. The School of Psychology reserves the right to amend this booklet from time to time, as circumstances require. 4.

TOPIC SELECTION

4.1 Rules for the selection of Honours topics: The Honours course comprises three taught Modules of 32 credit points (CP) each and a research project of 32CP. Honours is semesterised. This means that each 32CP module must be completed in the semester indicated on page by the course code. A total of 128 credit points must be attained for the degree. There is choice of topics within some of the taught Modules. One topic (8CP) may be taken in semester one and banked for semester 2 if required. Students are also permitted to take some credits from courses outside of the School of Psychology, subject to approval of the Honours Coordinator and staff. The course commences with an orientation programme which assists integration with the School of Psychology and related resources, and which assists learners in making topic selections.

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Topic selection must be arranged in consultation with staff. The availability of topics depends on the availability and workload of staff, as well as the popularity of the topic (usually a minimum of 5 students per topic, excluding compulsory topics). Note that not all the topics will be available in any one year. Syllabi for each Module are created for each student from prescribed topics as available and approved by the School from time to time. Selection of topics may be influenced by the semester in which the topic is offered. Information concerning the semester in which each topic is offered is made available to students during the Orientation Week. The semester timing of some topics is negotiated to suit students‟ needs as far as practically possible. Part-time learners are required to complete Research Fundamentals and the Research Project in the first year, and Conceptual Foundations and Theory of Applied Psychology in the second year. Learners considering part-time study must note that admission to the programme is based on applications received by November 2010. After-hours part-time classes are not offered. Modules: Conceptual Foundations (First semester) PSYC707 P1: This 32 CP module comprises three topics: Conceptual Foundations of Applications (16CP) is a compulsory topic for all students. In addition, students must select two (8 CP each) topics from the topics available during that semester. Research Fundamentals (First semester) PSYC701 H1 P1: This 32 CP module comprises two compulsory 16 CP topics: Research Design and Data Analysis. Research Design introduces learners to a range of methodologies that are used by psychologists and social scientists, and provides learners with an understanding of when to use different methods appropriately. Data Analysis is a senior level topic, ensuring that learners will know the necessary foundations for experimental, quasiexperimental and field data analysis. Theory of Applied Psychology (Second Semester) PSYC723 P2: This 32 CP module comprises four topics of 8CP each, which may be selected from the list below. Topics on the list are subject to change and may not be offered if fewer than 4 students select the topic. This module may accommodate interdisciplinary topics. Topics offered may include: Career Development; Developmental Psychology; Therapeutics; Psychological Assessment; Psychology and Social Policy; Psychology and Evolution; Psychology of Spirituality; the Socio-Cultural Approach in Psychology; Social Psychology, and/or other topics approved by the School. A Special Seminar is available for topics not covered by the above listing, subject to approval by the School. Research Project: PSYC7RPHY PY (32CP): This is a compulsory module and is outlined in more detail on p. 5. Students must do a full research project (includes data collection and analysis (PSYC7RPHY PY)) for 32CP. PSYC716PC: This 16CP module is designed to accommodate the needs of non-psychology students who wish to take psychology honours topics towards honours degrees in other schools or faculties. Difficulties with a particular module should be brought to the attention of the staff member concerned or the course coordinator. Students are also encouraged to give evaluative feedback on the course to the class representative to report at Staff-Student liaison meetings.

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TIME TABLE AND EXAMINATIONS

The Honours course is semesterised. Modules offered in the first semester will be examined in June, while modules offered in the second semester will be examined in November. The research project will be distributed over both semesters. Supplementary exams will include all the topics taken by that student comprising the particular module. The research project counts as an examination and is externally moderated in November along with other second semester examination papers. NOTE: Results from examinations written in June will only be made available to students after they have been externally examined and ratified by the faculty office. Because of semesterisation, teaching time for the Honours Modules will be limited to 13 weeks. All coursework requirements will have to be completed before the start of examinations. 4

A timetable meeting is held in the first week of each semester. This meeting will be used to schedule class times, and to negotiate other matters related to the timetable and semesterisation. Undergraduate teaching and other commitments may occasionally result in short-term rescheduling of Honours classes. While every effort is made to keep such disruptions to a minimum, Honours students are asked to be tolerant in this regard. 6. RESEARCH PROJECT The aim of the Research Project (RP 32 CP) at the Honours level is for students to gain experience of research by focussing on a chosen area of specialist study, reviewing the available knowledge in the field, devising methods to describe and investigate issues of social and psychological interest, and evaluating their research by the criteria used in the field. These research processes are scholarly undertakings, and students should choose topics for study that facilitate the achievement of academic excellence. Students are strongly encouraged to choose research topics in the fields of interest and research activities of staff members so that they can enter into a close and collaborative relationship with a mentor. A brief description of staff research interests is made available to students early in the year. Each student will need to approach and then be allocated a supervisor with whom to work during the course of the year. Honours students can expect to receive a maximum of 20 hours of individual supervision per year, including the supervisor‟s time to review drafts. Topics and supervisor allocations are to be finalised by 28 January 2011. Students should submit this information to Ms Savage by this date. The Research Project (PSYC7RPHY PY (32CP)): The Research Project (RP) comprises a quarter of the Honours requirements (32 of 128 credit points). Students should therefore ensure that they devote a corresponding amount of time and energy to their project work; that is, approximately 300-350 hours or about 10 hours a week for the seven and a half months between March and the middle of October. The deadline for submitting the proposal for assessment is 9 March 2011. The final project must be submitted by the 10 October 2011. Further details of the deadlines for specific sections of the project will be made available once the course starts. These deadlines have been set to enable students to complete the project in the limited time available and they will be strictly enforced. The research project should be approximately 40 pages in length, 1.5 spacing and 12 point font. Two bound copies of the project report must be submitted to the Honours course Administrator. The work must comply in all respects with the style requirements of the American Psychological Association Publication manual 5th ed. (APA, 2001) - see also the revised Style Guide of the School of Psychology – available on our website. Excessively long reports will be penalised. Two examiners, including the supervisor, will mark each project report and the marks will be moderated by the External Examiner. Marked reports will be returned to students once the examination process has been completed. Extensions will not be granted except under extraordinary conditions. Extensions may delay graduation and incur fees for continuing registration. General project meetings/seminars will be held throughout the year to assist students manage their research projects (details listed below). In addition to this procedure, students are required to submit their research ideas for ethical review through the School and Faculty Research Ethics Process. Your project needs to be formally approved before data collection can proceed. A form for this procedure can be found on the inner web at http://research.ukzn.ac.za/ResearchEthics/HumanitiesSocialSciencesResearchEthics.aspx Click on the link Application Form: Humanities and Social Sciences Your full research proposal must be used to complete this ethics review form, which should then be submitted to your supervisor according to the schedule of deadlines available when the course starts.

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Five general project meetings will be held to assist students manage their research projects. The meetings, with accompanying study material, will cover the following issues: 1. Choosing a topic to research; presentation of research interests by staff members. 2. Preparing a research proposal. 3. Ethical issues (as part of the Research Design course). 4. Writing and presenting research reports. 5. Student-supervisor responsibilities and obligations, including authorship. Honours students are encouraged to submit abstracts to be considered for presentation at the Annual Postgraduate Research Conference, which will be held towards the end of October. The annual conference of the Psychological Society of South Africa is usually held in August of each year and students are encouraged to prepare presentations on their research work to present at this event. Students should aim to disseminate their research work in collaboration with their supervisors by presenting papers at conferences and by submitting manuscripts to journals for publication. Unfortunately, no funds are available from the School of Psychology to support student research; the exception is when students work on funded staff projects. NRF and other bursaries and scholarships, as well as personal resources, must be used to fund student research activities. Financial considerations are thus an important aspect of developing a feasible research proposal. 7.

TEACHING IN HONOURS

7.1 Seminars. Many topics in Honours are largely, though not exclusively, taught through the medium of seminars. A seminar is a relatively informal meeting of the individuals following a particular topic, with one or more staff members in attendance. Most topics will require at least one 90-minute meeting per week. The topic under discussion is usually presented by one of the students, so that this is, in part, a self-teaching exercise. This should not be regarded as "information dissemination". What the presenter should aim at is to identify the important issues and problems in an area, raise questions and to suggest what facts or new hypotheses would improve our understanding. It is common practice for the presenter to provide a "handout" for the attendees. It is essential that the handout or electronic copy be available to the class and staff at least three days before the seminar is due to be presented. In some topics it is a requirement that this be available a week before the meeting in question. This handout need not be long – it is not intended to be a mini-text book, nor to save your colleagues a trip to the library. But it must be a clear statement of the important issues (see previous paragraph) and should include a list of recommended further readings. Class presentation contributes to the coursework mark, with remainder being allocated to the written seminar paper. Students are expected to become familiar with the majority of the topics presented in seminars. It is not acceptable to merely read your written paper for the class presentation. Students are advised to consult supervising staff members for guidelines on their requirements for particular class presentation formats. Presenters should stimulate and provoke class discussion Facilities are available for presentations to be made on Microsoft PowerPoint. NB 1: It is a basic course requirement that the entire class read a seminar before it is presented in class. NB 2: The referencing format for seminars and essays must conform to the guidelines provided in the school of psychology revised style guide. Penalties will be incurred by deviations from these guidelines. NB 3: All students are expected to participate actively in class discussions and seminars. Seminars must be typed. Be concise. No large white spaces (no special title page required). NB: An electronic copy of each seminar is to be given or emailed to Ms Savage (for the external examiner). A single printout must be handed to the lecturer concerned.

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7.2 Essays and discussion. An Honours topic may be taught by means of class discussion of selected readings followed by a set essay at the end of the course. In this case the class readings will form the substance of the topic which the student must master, and the class record will be based on the mark given to the essay. Note on ethics: The relatively high weighting of course work at 50% of the final mark places an ethical obligation on students to scrupulously acknowledge all sources consulted for all assignments. Assistance given by other parties should be openly acknowledged. Plagiarism is an ethical infringement and will lead to disciplinary action by the University. Failure to meet deadlines: Due dates for the submission of assignments are strictly enforced. Late submissions are penalised by a reduction of 5% off the awarded mark, per day, including Saturdays and Sundays. For example, if work was due on a Friday and is submitted on the following Tuesday, the student will be penalised 20% (i.e. if the work was awarded 66%, 20% would be deducted and the mark entered as 46%). This rule will be strictly and automatically enforced by all lecturers. If you should experience any difficulties which seriously affect your class attendance or work, please discuss this with the module coordinator BEFORE you miss a test or fail to hand in an assignment on the due date. Note that you will need to provide documentary proof of any reason for missing tests or assignments. Discontinuation Candidates are advised that the School reserves the right to ask a student to discontinue any semester module, or the entire Honours course, at any time if satisfactory progress is not made. 8.

FINAL ASSESSMENT IN HONOURS

Students are assessed on the basis of course work and written examinations. In exceptional circumstances we reserve the right to conduct an oral examination. Marks for the year are allocated as follows: Examinations (50%) and Course work (50%): Research project TOTAL:

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300 100 400

96CP 32CP 128CP

READING LISTS

Note: Most of these books are available in the Library: Assessment: Recommended Foxcroft, C., & Roodt, G. (Eds.) (2005). An introduction to psychological assessment in the South African context (2nd ed.) Cape Town: Oxford. Data Analysis: Prescribed nd deVellis, R. F. (2003). Scale development: Theory and applications. (2 ed.). Thousand Oaks, Ca: Sage th Howell, D.C. (2006). Statistical methods for psychology (6 ed). Belmont: Duxbury. Evolution and Psychology: Workman, L., & Reader, W. (2008). Evolutionary psychology: An Introduction. (Second Edition). Cambridge: Cambridge UP. Conceptual Foundations of Applications (on Short Loan for first semester) th Hothershall. D. (2004). History of psychology (4 ed.).Boston: McGraw-Hill. nd Leahy, T.H. (1987). A history of psychology: Main currents in psychological thought. (2 ed.). New York: Prentice-Hall. Neuropsychology: Prescribed Lezak, M.D., Howieson, D.B., Loring, D.W., & Fischer, J. (Eds.) (2004) Neuropsychological assessment (4th ed.). Oxford: Oxford University Press. 7

Psychopathology: Recommended th American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders (4 ed.) Revised text (DSM-IV-TR). Washington DC: Author. Research Project: Recommended Babbie, E., & Mouton, J. (2001). The practice of social research (SA edition). Cape Town: Oxford. Terre Blanche, M., Durrheim, K. &.Painter D. (Eds.) (2006) Research in practice: Applied methods for nd the social sciences (2 ed.). Cape Town: UCT Press APPENDICES APPENDIX A: TOPIC DETAILS (Note: Not all topics are available each year. Updated syllabi may be made available to students at the Honours orientation programme when the course commences in February. Viability and content dependent on staffing and group size). Career Development (further details to follow) Conceptual Foundations of Applications (Compulsory) The topic aims encourage students to analyse psychological and psychosocial phenomena from multiple perspectives. The strengths and weaknesses of different theoretical perspectives in psychology are considered. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

What is psychology? Evolution and Neuropsychology Behaviourism Cognitive approaches Psychoanalysis Phenomenology Socio-Cultural Social Constructionism The Africentric Paradigm The Biopsychosocial Model (Systems Theory) But what is the truth?

Each session should cover: a) fundamental principles of the position, b) illustrative applications, c) critique. Data Analysis (Compulsory) An intermediate level topic, intended to provide the necessary foundations for experimental research whilst laying a foundation for studying multivariate methods. A survey of classical psychometric methods is included, and an assignment based on these methods may be included in the course. Students will be required to learn a computer package (SPSS is the current package) and to submit computer-based assignments. Topics covered may include: 1. Exploring Data: Graphical examination; missing data; outliers; testing assumptions. 2. Categorical data: Chi Square; likelihood ratios; measures of association; partitioning tables; analysis of residuals 3. Power: factors affecting power; effect size; confidence limits; number of subjects required; calculating power 4. Regression and correlation: covariance; Pearson's r; Bivariate regression; additional correlation coefficients; confidence limits; assumptions 5. Simple Analysis of Variance: the underlying model; assumptions and transformations; fixed versus random models; magnitude of effect 6. Multiple comparisons: error per comparison and family wise error; a priori and post hoc comparisons; Which procedure?; trend analysis 7. Factorial ANOVA: structural models; interactions; simple effects; experiment effects and power; unequal sample sizes

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8. Repeated measures ANOVA: the structural model; various designs; intraclass correlation; MANOVA models 9. Multiple regression: regression coefficients; partial and semi-partial correlation; assumptions; diagnostics 10. Classical psychometrics 11. Factor Analysis: An introduction Developmental psychology (further details to follow) Developmental problems of Childhood and Adolescence Seminars on this topic will cover the variety of problems that some children and adolescents live with on a daily basis. Since children‟s and adolescents‟ psychological well-being is mainly judged by how they cope at school, the areas covered will focus on how these problems can impact on the school environment and the learning that takes place and how the education system can promote psychological well-being, recognise manifestations of problems, understand what factors contribute to such presentations, and what can be done to manage such situations. A variety of areas will be covered, such as, violence, family instability and divorce, HIV/AIDS and bereavement, risk and resilience. Evolution and Psychology We will use the Workman and Reader text as the base of this course. Some attempt to cover basic topics (basic genetics, mechanisms of evolutionary change, sexual selection) will be made, and then students will use some of the chapters in Workman and Reader as a basis for further exploration. Topics include: Mate selection, cognitive and social development, kin relationships, evolution in relation to thought and cognition, language evolution, emotion, psychopathology and evolutionary medicine, individual differences, and evolution and culture including memetics. The class will run a short conference entitled “What makes man different?” in which they will present papers on various evolutionary approaches to human psychology. Health Psychology Examines various issues in health psychology and public health, including risk behaviours and their modification; stress and health; psychoneuroimmunology; HIV and AIDS; cancer; heart disease; health care systems; research approaches to health psychology; psychological interventions in health. Neuropsychology This topic begins with a series of lectures that cover basic neuroanatomy, neuropathology, and an introduction to neuropsychological assessment. The course is designed to initially introduce students to theoretical aspects, and as the course progresses to introduce assessment instruments, and procedures. Special topics cover HIV, dementias, paediatric neuropsychology, traumatic brain injury, alcohol and substance related neuropsychological conditions, differential diagnosis of organic and functional disorders, and neuropsychological aspects of psychiatric conditions. A case study of a neuropsychological assessment comprises the practical component of the topic. Organisational Psychology This topic will explore some of the main trends and currents in the field of Industrial/Organisational Psychology. Possible topics include organisational change and development, power and politics within organisations, or industrial relations. The topic will be shaped to suit students' previous exposure to Organisational Psychology. Psychological Assessment This topic involves an overview of the major theoretical issues relevant to psychometrics and attempts to locate them within the South African context. The topic aims to provide students with a practical and conceptual framework for the practice of psychological assessment; to help students develop their own conceptual framework for assessment; to demonstrate the difference between "testing" and "assessment"; to ensure that students acquire some basic knowledge of tests and other techniques. Psychology and Social Policy The idea that knowledge of the social sciences should be applied to solving human problems is a recurrent Utopian theme. But the application of scientific knowledge to policy - from formulation to nd implementation and evaluation - is relatively new, and did not begin until after the 2 World War. In this topic students will be acquainted with the nature of social and health policy and agenda setting, and the role psychological theory and practice does and can play at all stages of the policy making 9

process. Topics to be covered include: the nature of policy, as well as its relationship with other agenda-setting processes; types and levels of social policy; social policy and development; theories and controversies in social policy; the links between policy, research and programming, and evaluation of social policy. The course will have a special focus on health policy, research, analysis and development. Each student will be required to select an area of interest and to prepare a seminar on the topic linking psychological theory and evidence to policy, programming and practice in that field. Psychology of Religion & Spirituality This course examines the phenomenon of spirituality from a psychological viewpoint. While it includes the study of religious phenomena, it is not confined to the religious, but examines a range of spiritual experiences. Various theories and issues in the psychology of religion are examined. Among other issues topics may include: classical and contemporary theories (Freud, Jung, Allport); the interface of psychology and religion; the boundary of religious belief and psychopathology; mental health aspects of religious belief; personality and religion; social psychology of religious belief; religious healing and therapeutics; emergence of new spiritual forms alongside the decline of traditional religion. Psychopathology The Psychopathology course presumes a basic knowledge of Psychopathology. Students will be expected to familiarise themselves with the DSM-IV-TR diagnostic criteria for the major disorders covered in this course. A reading format will be used wherever possible. The focus for the course at Honours level is on aetiology and the actual topics to be covered include: 1. Classification 2. Mood disorders 3. Substance Use Disorders 4. Schizophrenia 5. Eating disorders 6. Anxiety Disorders 7. Psychosomatic disorders 8. Culture specific disorders 9. Personality disorders Research Design (Compulsory) This topic is a brief survey and introduction to design issues, and a few of the quantitative and qualitative methods that are used by both clinical and research psychologists, including experimentation and survey methods. The aim is to show that research is not merely a practice of rulefollowing, but a way in which psychologists can be creative while continually questioning and improving their knowledge and practice. Socio-Cultural Approach in Psychology: Analytic tools to meet challenges of rapid social change in South Africa. At a meta-theoretical level this course raises questions about the nature of what it is to be human and how one can overcome the traditional divide between social and individual levels of analysis, particularly through examining the notion of activity. At a theoretical level it will explore the ideas of Vygotsky and the socio-historical school of psychological theory and its relevance for South Africa. At an applied level it will look at the psychological challenges of rapid social change in different areas. For example: Children/youth and their socialization in the home, in the community with peers, and in the school. Adults and their cognitive socialization: in everyday and local settings; adults in non-formal education settings and literacy; adults in tertiary education settings and the role of academic development. The cognitive components of community development. Reconstructing the challenge of HIV/AIDS prevention from an activity theory perspective Social Psychology This is an advanced course that focuses on research and debates in the field of stereotyping in order to raise big issues about selfhood and the interface of the individual in social life. We will consider the nature of stereotyping from three different theoretical perspectives - cognitive social psychology, selfcategorization theory and discursive psychology - and will develop a framework to understand the located an embodied nature of mind and social interaction.

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Special Seminar Students may elect to prepare and present a special seminar for examination purposes. A special seminar may only be commenced with the approval of a supervisory member of staff. The seminar may include research work. An extended seminar report (more extensive than an ordinary seminar report) must be presented to the School (a range of staff members) before the end of the relevant semester. The topic selected must not overlap with other topics selected in Honours. Suicidology This topic will review selected issues in suicidology. Topics will be negotiated to suit students‟ interests, and may include: definitions in suicidology, epidemiology of suicidal behaviour in South Africa, gender issues in suicide, non-fatal adolescent suicidal behaviour, microsuicide, biological theories, psychological theories, links with depression, victim precipitated suicide, suicide prevention, postvention. This course usually runs in the mini-conference format (i.e., a single all-day session) with students researching topics of their own interest for presentation at the conference. See our webpage: http://www.ukzn.ac.za/psychologyDocuments/psphist.htm Therapeutic Psychology This topic aims to introduce students to some of the major issues in therapeutic psychology, as well as some of the major schools or approaches in the field. The topic will touch on theoretical and clinical aspects of Psychoanalysis, Humanistic approaches, Systemic approaches, Traditional approaches and issues in cross-cultural psychotherapy, and also consider some debates in the broad arena of psychotherapy.

APPENDIX B.

RESOURCE GUIDES.

Annual Review of Psychology: This can provide the latest, extensive view of theory in an area of psychology. It supplies a review and presents the 'state of the art' as well as comprehensive references on areas of Psychology. Child Development Abstracts: Covering work specific to child development. Contemporary Psychology: A journal of book reviews. Current Contents: This is a journal of Tables of Contents of most journals in the social and behavioural sciences. Dissertation Abstracts International: Information on theses presented for higher degrees. Humanities Index. Interlibrary Loans. Internet: A free resource available via your computer. http://www.google.com/scholar is a good search engine to start with. Journals: Journals themselves are kept in the main library. Library Reader Assistants: If in doubt as to any of the above, ask the psychology subject librarian. Mental Measurements Yearbook: (School of Psychology bookshelf). For test reviews, standardization, tests in or out of print, problems of psychological testing. The most recent edition is in the Library's reference section. Psychological Abstracts: This gives information concerning the latest work in any area of psychology. It is usually best to work backwards by Subject or Author. This covers many journals, but not all. Note: An online version of PsycInfo is available online via EBSCO Host at the library homepage. The more we use this resource the more we are able to justify its cost. Psychology Department Homepages: http://www.ukzn.ac.za/psychology – see „useful links‟ button. Social Science Citation Index- access via UKZN Library webpage. This is used for specialist areas of social science, including Psychology and Education. A major value is that it can be used to find out who has referred to a particular work, i.e., what additional research bears on the same or similar problems.

APPENDIX C. TIPS FROM HONOURS STUDENTS OF PAST CLASSES Join and support the Student Psychology Society Speak up in class. Read widely, especially recent journal publications. Get your seminars over as early in each semester as possible. Time management is vital - e.g. don't devote too much time to seminars and neglect extra reading. 11

Plan your real vacation for December and work through July on your project. Try to keep Honours as an 0800-1700 job; work hard during those hours so you're free to take time off. Get to know your classmates early in the year - organise class social events. Get together into groups and divide readings between you, right from the start; then give each other photocopies of the summaries. Before you start a topic, have a look at the exam questions on it for the past three years, to give you direction and cut down the workload. Get to grips with General Systems Theory early in the year, and apply it across all your topics, insofar as possible. Read radical critiques of each area. Attend all lectures, seminars, conferences etc. that are related to Psychology - you'll broaden your knowledge and meet good 'contacts'. Watch the notice boards. Tutoring is good experience, and you shouldn't have too much problem fitting it in - the money is a bonus! If you are tutoring, remember to allocate time for marking or taking tuts. Demand master-answers from the lecturer concerned at least a few days beforehand. Speak up if you have queries or complaints. Don‟t hesitate to question your lecturers - their ideas, their teaching methods, the amount of effort they put into a topic etc. Learn to question and challenge your classmates' ideas, without criticising them personally. Most insights come from lively class discussions. Get together into revision groups to prepare exam questions. Get files of readings from past Honours students - it will cut down your workload and give you extra ideas. Remember, what you put into the course is what you'll get out of it! Computer literacy is essential: Word-processing, data base use, Internet searching and email capacity are taken for granted as basic requirements for postgraduate work. Make a central class file of photocopies of all recommended readings and keep it in the Honours pigeonholes. Get to know Masters students and interns if you want to find out about Masters courses. Make sure the Class Representative actively reflects your feedback to the School. Recycle waste paper by placing it in the white cardboard containers placed throughout the school. Help us preserve our environment - look after your School, your peers and your teachers and bring any concerns, threats, damaged or dysfunctional items to the attention of responsible staff members. Room 22 has been set aside as a reading room for honours students. Use it or lose it. Keep your copy of this booklet as a reference for future job, scholarship and postgraduate applications. VOLUNTEER PROGRAMMES Various volunteer programmes run in the School of Psychology at different times of the year. Please check the notice boards and email for announcements and activities. UKZN PSYCHOLOGY SOCIETY The UKZN (Pmb) student Psychology Society plans different events and activities every year. The society facilitates many student activities aimed at enhancing understanding of applied and theoretical aspects of psychology. Get involved in the society and ensure that it meets your needs. Check noticeboards in the Pmb School and Psych (Pmb) website. Writing Tips: Use the APA Style Guide or the School of Psychology Style Guide (available for free at http://www.ukzn.ac.za/psychologyDocuments/Style%20guide%202002b.pdf) as your primary guides.

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