| Unit name | Peace and Conflict Psychology |
|---|---|
| Unit code | EDUC30028 |
| Credit points | 20 |
| Level of study | H/6 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Dr. Law |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
Introduction to Psychology in Education |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
This unit is designed to provide students with the knowledge to critically evaluate psychology’s contribution to understanding and improving intergroup relations. Throughout the unit, students will engage with theories and empirical research applied to understanding the psychological mechanisms that underlie peace and conflict, as well as the role of education in peacebuilding.
How does this unit fit into your programme of study
This unit will use theories and research to address important societal issues relating to peace and conflict, building on from social, developmental research from previous years. This is an optional unit for Psychology in Education student.
An overview of content
The unit will begin by outlining what peace psychology is, and will then move on to the causes of violence and conflict. The latter half of the unit will address interventions and attempts to achieve resolution, reconciliation and social justice through education and beyond. The unit will consider theories and empirical research from the fields of social, political and peace psychology. It will use these theories and empirical research to address important societal issues and questions such as:
• What are the causes of conflict and direct violence?
• How can we understand the impact of structural and cultural violence?
• How can we reduce violent behaviour through interventions?
• What role does education play in promoting peace?
How will students, personally, be different as a result of the unit
Students will increased their awareness of intergroup relations, alongside critical thinking skills drawn from theories and research. Students will be empowered to analyse societal challenges and consider the role of education in peacebuilding. They will cultivate a deeper sense of social responsibility, potentially inspiring active participation in peacebuilding. Improved communication skills, refined through summarising complex ideas, enable effective articulation in academic and professional settings. The application of theoretical approaches to real-world contexts equips students with practical problem-solving skills. This holistic development fosters informed decision-making, an appreciation for diversity, and the potential for positive contributions to a more peaceful society.
Learning Outcomes
The unit will support students to improve their knowledge of peace and conflict psychology. Upon successful completion of this unit students will demonstrate that they can:
1. Develop a comprehensive understanding of peace and conflict psychology theories, applying them effectively in real-world contexts.
2. Demonstrate the ability to critically assess and apply research and theoretical approaches to address peace and conflict issues, fostering problem-solving skills applicable in various settings.
3. Evaluate the impact of educational initiatives on peacebuilding, and cultivate an awareness of the role of education in fostering positive social change.
Overall, this unit will equip students with analytical, critical thinking, and communication skills, enhancing employability and readiness for post-graduation challenges.
This unit will be taught using a mixture of activities including lectures, class discussions and presentation-focused seminars.
Tasks which help you learn and prepare you for summative tasks (formative):
This unit will be taught using a blended approach consisting of a mixture of synchronous and asynchronous activities including lectures, class discussions and presentation-focused seminars. Each week, a new topic will be introduced and activities will focus on the presentation and discussion of papers related to the topic. Students will be expected to engage with readings and participate on a weekly basis.
Tasks which count towards your unit mark (summative):
Critical analysis (40%) Each student will be required to deliver one 15 minute individual presentation critiquing a paper. ILOs 1-3
Essay (60%). Students will be asked to write a 2500 word piece on how psychological research and theories can be applied to understanding peace and conflict in a context of their choice. ILOs 1-3
When assessment does not go to plan
When a student fails the unit and is eligible to resubmit, failed components will be reassessed on a like-for-like basis.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. EDUC30028).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The assessment methods listed in this unit specification are designed to enable students to demonstrate the named learning outcomes (LOs). Where a disability prevents a student from undertaking a specific method of assessment, schools will make reasonable adjustments to support a student to demonstrate the LO by an alternative method or with additional resources.
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
