Criminology and Psychology BSc (Hons)

This module will explore how crime, deviance and harm are constructed, perceived and responded to in society. This content will include key ideas associated with differential treatment and experiences of the criminal justice system for marginalised and under-represented groups in society. There will also be a theoretical and practical exploration of the interrelationships between crime and harm, social problems and their context. This will support students to look beyond traditional frameworks to focus on non-conventional forms of crime and harm, especially those committed by the ‘powerful’. The module will also assist students in developing the core academic skills needed throughout their Undergraduate degree. This will include guidance for searching, identifying and engaging with relevant academic literature to effectively organise and articulate ideas and arguments. Furthermore, students will be encouraged to seek opportunities to develop their career readiness. Through this, students will be guided and supported to discover their interests and passions to enable them to explore potential career paths. 

Understanding the process of acquiring new knowledge is fundamental to psychology, especially when we want to investigate human and non-human behaviour. This module will introduce you to the core skills that are essential for scientifically addressing questions relating to areas of psychology through various research methods and processes. You will learn about and study different areas of research such as study design, ethical issues, quantitative and qualitative analyses and interpretation of data. 

This module introduces aspects of individual differences and social psychology from the British Psychological Society to allow students to understand some of the possible reasons for differences in human behaviour across different situations. As such it compliments the research module that runs alongside it in explaining some of the results found, and what needs to be taken into consideration when designing research and trying to explain behaviour. There are also a range of core skills delivered in this module to enable their success across the course.

This core module is an introduction to the BPS / QAA curriculum for biological psychology, developmental psychology, and cognitive psychology. For example, in biological psychology students will explore the biological bases of human and non-human behaviour, brain structure and function, comparative and evolutionary psychology. In cognitive psychology students will explore perception, attention, memory, learning, and language. Finally, in developmental psychology, students will explore prenatal, attachment, culture, language (acquisition), risk and resilience.

This module offers a critical excursion of theory, legislation, policy and practice in the domain of contemporary youth justice. Children and young people may be considered both victim and offender and students within this module will explore representations of this stage of the life-course. This module provides students with a critical insight into criminal justice and societal responses to children and young people in conflict with the law. Through exploration of public, political and media attention to children and young people alongside modern reformers and activists, students will develop an ability to communicate arguments relevant to youth justice. This module aims to provide students with the key skills to develop an alternative assessment of the ‘youth crime problem’. Students will learn about personal and professional opportunities and develop an ability to respond to feedback about practical and academic work relevant to contemporary youth justice.

This module enables students with A-Level German or equivalent to further develop their grammar, vocabulary and expression and apply these to real world situations.You will work with written and recorded texts on a range of cultural, personal and social topics and will develop your oral and written communication skills at Post-A level.

This module is designed for students that have completed A-Level or equivalent in French. You will further develop your grammar, vocabulary and expression and apply these to real world situations. You will work with written and recorded texts on a range of cultural, personal and social topics and will develop your oral and written communication skills at Post-A level.

This module is designed for students that have completed a A-Level or equivalent in Spanish. You will further develop your grammar, vocabulary and expression and apply these to real world situations. You will work with written and recorded texts on a range of cultural, personal and social topics and will develop oral and written communication skills at Post-A level.

This module is designed for students who have completed GCSE in Chinese or equivalent. You will further develop your grammar, vocabulary and learning conventions for spelling and pronunciation. You will work with written and recorded texts on a range of cultural, personal and social topics and will develop oral and written communication skills at an intermediate level.

This module is designed for students who have completed GCSE or equivalent in French. You will further develop your grammar, vocabulary and learning conventions for spelling and pronunciation. You will work with written and recorded texts on a range of cultural, personal and social topics and will develop oral and written communication skills at an intermediate level.

This module is designed for students that have completed GCSE or equivalent in Spanish. You will further develop your grammar, vocabulary and learning conventions for spelling and pronunciation. You will work with written and recorded texts on a range of cultural, personal and social topics and will develop oral and written communication skills at an intermediate level.

This module provides the opportunity to study a new language from scratch and introduces you to basic grammar, vocabulary and cultural contexts. You will apply the language to practical situations using both oral and written skills. 

This module will explore the contribution of medical and scientific expertise in the management of mental illness. Furthermore, the convergence of mental health and criminal justice policy, legislation, systems and practice will be critically examined. There will be an exploration of the development of psychiatry and the medicalisation process, focussing on themes of power and control. The module will consider how historical treatments of mental illness have created false identities of mental illness being connected to crime and concepts of risk and dangerousness. These discussions will then expand to the criminal justice system through the mapping of theory, policy and practice in the area of public protection and offender assessment and management in the conventional criminal justice process. This content will enable students to develop a critically informed viewpoint on the ethical, practical and legal complexities of treating, assessing and managing offenders with a mental health disorder in the criminal justice and psychiatric systems. This will support students in understanding the complexities of assessing and managing so-called ‘dangerous’ or ‘high-risk’ offenders in practice, and to develop integrity to seek ways to proactively respond to these equality concerns.

This Research Methods module will provide students with a comprehensive introduction to the principles of research in psychology in alignment with the British Psychological Society (BPS) standards.  The module focuses on helping students develop and enhance their research techniques developed in level 4, continuing to develop a critical understanding of diverse research methods, enabling you to select the right approach/es for different psychological research questions. 

From designing experiments to working with or designing psychometric tests, you’ll learn how to generate hypotheses, collect data, and apply statistical tests with confidence.  Additionally, you’ll also learn how to present research findings effectively in written BPS reports through to visual formats. The module emphasises the application of research methods to psychological issues, equipping students to design meaningful studies and evaluate data.

This module builds on the first year PS4024 module to cover the remaining aspects of the British Psychological Society's Social Psychology and Individual Differences curriculum, with a focus on the real world implications of what students have learnt. We will explore a range of issues in society around issues such as power, politics and community that help us understand why people act as they do and how society can influence this. Students will choose to explore one of these issues in depth for their assessment.

This module has two distinct themes. Theme one is to develop awareness and skills in understanding the psychology behind job searching, job applications, writing a persuasive CV, performing appropriately at interview and using social media to search for, and apply for jobs. Theme two helps students to apply psychology in real life situations in a discipline of interest chosen by the student. Students will work in groups and use psychological theory to solve specific problems either provided by partners within the community, working with partners in the community or provided in-house by staff. This is an experiential learning module where more than half of the content is delivered using practical exercises. Students will have an opportunity to take a self-directed approach to building essential skills.

This experiential module is designed to provide students with hands-on learning experiences that complement their academic studies. This module aims to bridge the gap between personal social missions, theory and practice, equipping students with critical awareness, essential skills and experiences for their future plans, including employment, further study and other ventures. The module is enriched through partnership working between academics and others working in a range of organisations promoting social impact. Students will have opportunities to foster their own social missions, develop and apply academic understanding and key skills through working on real-world projects. Key components of teaching and learning include:

1. Real-World Projects: Students engage in projects that address actual challenges faced by organisations, allowing them to apply theoretical knowledge and key skills in practical settings. 

2. Service Learning: Initiatives that combine community service with learning objectives, promoting social responsibility and civic engagement.

3. Reflective Practices: Encouraging students to reflect on their experiences through journals, discussions, and skills analyses to enhance critical thinking and personal growth.

4. Networking Opportunities: A range of networking opportunities will be shared that students can engage in during independent study to build sector insights and develop their networks. 

5. Skills workshops: Experts will deliver Social Impact Leadership workshops giving insight into personal success and challenges in their paths and teaching key skills towards success.
6. Career Guidance workshops: Knowledge from Career Experts will underpin career guidance to support students to develop personalised plans for actioning towards aspirations, including employment, further study and other aspirations. 

This module provides a structured, university-level work placement for 4, 5 or 7 weeks as one continuous block / period with a placement provider (i.e. a local employer from the private, public, or charitable sector). It is designed to enhance your professional skills in a real-world job setting.

The placement can either be organised by you or with support from university staff.

All work placements within this module must be university-level; this means:

• Undertaking high-skilled work commensurate with level 5 study (e.g. report writing, attending meetings, delivering presentations, producing spreadsheets, writing content on webpages, social media, marketing services/products etc)
• Physically placed (albeit part of it can be hybrid) within an employer setting in one continuous block / period for 4, 5 or 7 weeks for a minimum of 140-147 hours over the course of the entire work placement
• Where applicable, your existing part-time employer can be approached/used as the placement provider, if the high-skilled work criterion above is fulfilled for the full duration of the placement.
• All quality assurances/agreements provided by the University are adhered to, by you and the employer.

The work placement context may not necessarily, reflect your degree discipline per se, but rather, it will give you an enriched experience to enhance your professional skills in a real-world job setting.

The module will provide the opportunity to further develop your language skills, building on your previous learning at advanced level. The second half of the module includes a placement abroad or, alternatively, a project on a sustainability issue in a target language country. The first half of the module will prepare you for placements abroad where appropriate as well as a deeper understanding of sustainability in target language contexts. Students of more than one language may take one language in the first half of the module and spend their time abroad developing a different language. 

The module will provide the opportunity to further develop your language skills, building on your previous learning at intermediate level. The first half of the module includes intensive taught sessions in interactive workshop mode which will prepare you for placements abroad or self-directed language development. The second half of the module includes an placement abroad or, alternatively, a project on a business or tourism issue in a target language country. Students of more than one language may take one language in the first half of the module and spend their time abroad developing a different language. 

The module will provide the opportunity to further develop your language skills, building on your previous learning at beginner level. The first half of the module includes intensive taught sessions in interactive workshop mode which will prepare you for placements abroad or self-directed language development. The second half of the module includes a placement abroad or, alternatively, a project on a cultural issue in a target language country. Students of more than one language may take one language in the first half of the module and spend their time abroad developing a different language. 

• The multiple facets of global citizenship
• Ethical engagement and practice
• The United Nations Sustainable Development Goals
• Cross-cultural issues and sensitivity
• Intercultural communication
• Culture shock
• Cultural adjustment
• Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess-with a strong focus on understanding the intercultural competencies (ICC) needed to live and work abroad.
• Critical analysis/evaluation of individual requirements in relation to culture/cultural adjustment/culture shock/visas/medical.
• Critical analysis/evaluation of skills already acquired in relation to key skills related to ICC.
• Devising strategies to improve one’s own prospects of working abroad in the future.
• Devising an action plan to address gaps in transferable skills based on organisational analysis and sector opportunities.

Part A:      

Preparation for Experiential Overseas Learning will take place at the University of Chester during level 5 and will include:  

• The multiple facets of Global citizenship
• Ethical engagement and practice
• Cross-cultural issues and sensitivity
• Intercultural communication

Theories, models and strategies of learning

• Theories and models Intercultural competence
• Theories and models of Integration and Multiculturalism
• Critical thinking skills and models of Reflection

• Experiential learning models
• Self-directed experiential learning

Personal and placement-related skills

• Enhanced independence
• Improved command of multicultural behaviour
• Increased knowledge and confidence in their individual facets of personal identity
• Effective time management and organisational skills
• Project management – working away from University and independent study
• Self-management and personal development
• Team building and team work

Part B:            Overseas

Students will engage in experiential learning activities overseas for at least 150 hours 

Preparation for the year abroad will take place in Chester during level 5 and will include:

• Cross-cultural issues and sensitivity
• Host-country orientation, study methods– economic, political and social reality of the country
• Orientation specific to exchange – health, education, gender issues
• The United Nations Sustainable Development Goals
• Practical matters relating to living and studying in the wider world

Theories, models and strategies of learning

• Critical thinking skills, experiential learning and models of reflection

Personal and placement-related transversal skills

• Effective self-motivation and independent resourcefulness
• Effective time management and organisational skills
• Project management – working away from University and independent study
• Self-management and personal development

Whilst abroad:

You will undertake study at one of the University of Chester's partner universities or undertake and approved work placement or virtual placement. If you are a student,  it is expected that you will choose a series of modules at the university abroad which must be agreed by the host institution and the Module Leader. you must supply details of you modules on a learning agreement within 4 weeks of arrival at the host university.

This level 6 major project module will take students on a transformative journey that will enhance their critical thinking, analytical abilities, and academic writing.  Students will learn about the philosophical foundations of social research and will be able to reflect on their own philosophical and methodological standpoint. Research design, ethical issues and methodological tensions will be covered throughout the first two terms of this module. A practical focus on quantitative and qualitative data analysis will aid students to become career ready for the research sector. Teaching will be face to face in small groups,  where students will work with peers to consider the staged process of research design and apply what they have learnt to real world research phenomena. Once students have developed their knowledge and understanding of research methods and data analysis techniques, they will embark on their own piece of research under the guidance of an academic supervisor. By writing a substantial piece of independent research students will gain essential skills in research methodology, data analysis, and academic writing that will serve them throughout their academic and professional career.

Students will be able to focus their major projects within a range of themes such as: Criminal Justice System, Mental Health, Risk and Counselling, State Crime, Media and Representation, Social Policing, Sustainability, Vulnerable groups, and Youth Justice. 

This module critically examines the multifaceted ways in which state actions can contribute to social harms, injustices, and environmental degradation. Students will explore state-induced crimes through a critical criminological lens, focusing on how policies and actions can perpetuate systemic inequalities and harm both individuals and communities globally. The module introduces sense-making theories, providing tools to analyse and evaluate the impact of state actions on broader social injustices, including ecological damage and economic inequality. Through a combination of theoretical insights and real-world case studies, students will critically assess topics such as state violence, environmental harms, economic policies, and human rights violations. Key learning outcomes include the ability to analyse the global impacts of state-induced crimes, apply theoretical frameworks, and devise strategies for mitigating harms. The module emphasises practical, socially responsible approaches to addressing systemic issues, equipping students with actionable skills to contribute to meaningful change. With a structured curriculum spanning ten weeks, topics include the historical and contemporary dimensions of state crime, environmental and social injustices, and the role of human rights frameworks. By the end, students will be well-prepared to critically engage with these pressing global challenges and advocate for justice in diverse contexts.

Psychopathology aims to promote students understanding of psychological disorder, how it develops and is maintained, and to help you to think about how, as psychologists, we might best intervene to promote psychological wellbeing.  This module explores research, practice, and service user perspectives on psychopathology throughout the lifespan, providing students with a robust understanding of current thinking and approaches in the field of clinical and counselling psychology.

This module will look at key areas of Health Psychology, in particular looking at the areas of behaviour change and patient experience. This will allow students to build on what they have learnt so far in their degree and see this applied to issues within the physical health field. The module will prepare students for careers in physical health support or related areas around behaviour change such as marketing.

Neurodiversity in Practice covers a range of topics which affect children's development: these include a broad spectrum of neurodiversity issues, but may also include the experiences of children raised in unusual circumstances, who have a sensory or physical disability, a mental health condition, or who are unusually gifted or talented, for example.

Students design and carry out a piece of empirical research with the support of a named supervisor. This offers an opportunity to apply psychological theories and methods covered in the first two years of their degree to a specific area of Psychology. Students plan their project, apply for ethical approval, undertake data analysis, and prepare a final report.

This module will enable students to critically analyse and evaluate theoretical and philosophical justifications of punishment across time and space. Coupled with an examination of why and how punishment is delivered in practice. This module will encourage students to appreciate the consistencies, contradictions and conflicts which arise across theoretical and philosophical inquiry, as well as among political ideologies. That serve to impact upon the creation, development and application of penal policy. Students upon the module will critically appraise what is (and is not) known of the inner workings and relationships among practitioners. With considerations of gender, race, religion, age, class, sex and disability also being acknowledged to emphasise the role(s) and responsibility(s) of society as determining factors in the development and delivery of punishment. This module will allow students to acquire meaningful skills which can be influential in their personal and professional lives as proponents of criminal justice reform. From having explored and discovered the multiplicity of individuals involved in and impacted by the existence of crime, as well as developing their capacity to communicate effectively to an audience and stimulate change.

What role do social sciences play beyond the University? This module introduces students to the key discussions in public social science.  You will be encouraged to consider the possibilities and challenges sociologists face in engaging with the public and contributing to social change. Where do sociological/ criminological ideas and theories originate from, who do they serve, and, most importantly, what impact can they have? 

We will examine how sociologists and criminologists approach public social science, both historically and today, critically evaluating the institutional structures that shape it, including funding, influence, and policy considerations. Students will explore the role of current sociological and criminological research in driving social change and informing policy across diverse sectors. Together, we'll discuss the major social challenges that public social scientists encounter today. 

The module also encourages you to think about life after University, considering the responsibilities and opportunities you have as a social science graduate to bring your sociological and criminological insight to the world. In line with this focus, assessments will test a variety of skills beyond traditional essays. 

This module further develops your knowledge and understanding of three important core areas of the British Psychological Society (BPS) curriculum. In Biological Psychology, we will cover biologically-based explanations of behaviour. In Cognitive Psychology we examine mental processes. In Developmental Psychology, we study how people change across the lifespan. Across all topics, we explore how the topics that we cover can be applied to wider world issues.