Psychology
Undergraduate – Level 4 & 5
UK Level 5 to Top-Up degree at UK University – Only £1500 Per Year (Subject to Scholarship Discount)
Overview
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
OTHM LEVEL 5 EXTENDED DIPLOMA IN
ACCOUNTING ESS
OTHM LEVEL 5 EXTENDED DIPLOMA
IN PSYCHOLOGY
Qualification Number: 610/0402/9
Specification | May 2024
SPECIFICATION | MAY 2024 WWW.OTHM.ORG.UK 1
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
TABLE OF CONTENTS
INTRODUCTION 3
QUALIFICATION OBJECTIVES 3
QUALITY, STANDARDS AND RECOGNITIONS 4
REGULATORY INFORMATION 4
EQUIVALENCES 4
QUALIFICATION STRUCTURE 4
DEFINITIONS 5
ENTRY REQUIREMENTS 6
PROGRESSION 6
DELIVERY OF OTHM QUALIFICATIONS 6
ASSESSMENT AND VERIFICATION 6
RECOGNITION OF PRIOR LEARNING AND ACHIEVEMENT 8
EQUALITY AND DIVERSITY 9
OTHM LEVEL 5 EXTENDED DIPLOMA IN
ACCOUNTING ESS
OTHM LEVEL 5 EXTENDED DIPLOMA
IN PSYCHOLOGY
Qualification Number: 610/0402/9
Specification | May 2024
SPECIFICATION | MAY 2024 WWW.OTHM.ORG.UK 1
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
TABLE OF CONTENTS
INTRODUCTION 3
QUALIFICATION OBJECTIVES 3
QUALITY, STANDARDS AND RECOGNITIONS 4
REGULATORY INFORMATION 4
EQUIVALENCES 4
QUALIFICATION STRUCTURE 4
DEFINITIONS 5
ENTRY REQUIREMENTS 6
PROGRESSION 6
DELIVERY OF OTHM QUALIFICATIONS 6
ASSESSMENT AND VERIFICATION 6
RECOGNITION OF PRIOR LEARNING AND ACHIEVEMENT 8
EQUALITY AND DIVERSITY 9
Qualification structure
Unit Aims
This aim of this unit is to equip learners with the knowledge and understanding of a brief history of psychology and its applications in applied psychology.
The learner will also address the theoretical differences of how Psychologists make different assumptions about what aspects of a
person should be the focus of study. Although the major approaches contain distinguishable theories, they share certain principles and
assumptions. As well as discussing the roots of science and what is meant by science, we explore the study of human behaviour from a scientific
standpoint.
Learning Outcomes, Assessment Criteria and Indicative Content
Learning Outcome –
The learner will:
Assessment Criterion –
The learner can:
Indicative content
1.Understand the scope of
psychology.
1.1Define the word ‘psychology’
1.2Understand the emergence of psychology as a
discipline.
1.3Describe the theoretical approaches or
orientations within psychology.
1.4Analyse how key concepts in psychology relate
to current and contemporary issues in modern
society.
●The origins of Psychology; William Wundt (1832-
1920)
●Classifying the work of psychologists; the
process approach; Physiological or
Biopsychology; cognitive psychology;
comparative psychology.
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
●The Person approach; Social psychology;
Developmental psychology and individual
differences.
●Areas of applied psychology; clinical psychology;
counselling psychology; educational psychology;
occupational (work or organisational
psychology); Health psychology and Chartered
Psychologists
2.Understand the theoretical
approaches to psychology.
2.1Explain the basic principles and assumptions of
theoretical approaches to psychology.
2.2Assess how the basic principles and
assumptions underpin theoretical approaches to
psychology.
●Biopsychological approach; basic principles and
assumptions
●Behaviourist approach; Watson (1913); Skinner
(1987) Pavlov. Theoretical contributions
explanations of behaviour in conditioning terms
and practical contributions; Behaviour therapy;
behaviour pharmacology; Biofeedback.
●The Psychodynamic approach; Freud; Erikson;
(1902-1994) Jung (1875-1961); Adler (1870-
1937) basic principles and assumptions;
behaviour is determined by unconscious
thoughts. Theoretical contributions: theories on
motivation, dreams, attachment, gender
development; abnormality; personality. Practical
contributions; psychotherapy; behaviour
therapies; Freudian terminology
●The Humanistic Approach; basic principles and
assumptions; Abraham Maslow (1908-1970)
Carl Rogers (1951) Theoretical contributions;
Maslow’s Hierarchy of Needs Practical
contributions: psychotherapy; client centred
therapy; Person centered therapy; counselling
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
●The Cognitive Approach; basic principles and
assumptions; Theoretical Contributions; social
learning theory (Bandura); information
processing approach; the term social cognition;
attitudes; and attitude change (including
prejudice) and areas of social psychology.
Practical Contributions; REBT (Ellis 1987)
cognitive behavioural therapies; research into
working memory
●The Social Constructionist Approach; basic
principles and assumptions Gergen (1973) and
Burr (2003); social representations Serge
Moscovici (1925-2014)
●The Evolutionary Approach ; basic principles and
assumptions (Wilson 1975); Buss (1995)
Theoretical contributions: adaptive responses to
threatening stimuli; chronic stress explanations;
parental investment; Dawkins (1976) selfish
gene theory
3.Understand psychology as a
science.
3.1Assess how appropriate it is to use the scientific
method to study human behaviour and cognitive
processes.
●Philosophical dualism 17
th
Century (Descartes);
Empiricism (17
th
and 18
th
Century) Locke, Hume,
Berkley, and psychology. Wundt’s contributions
(1874) and Experimental psychology.
●William James’s contribution (1842-1910)
●Watson’s Behaviourist revolution (1878-1958)
●The Cognitive revolution (1956)- information
processing approach Miller (1920-2012).
●The major features of science; the scientific
method; Kuhn’s stages in the development of
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
science
●The problem of objectivity
●The psychological experiment as a social
situation; experimenter bias; demand
characteristics the problem of
representativeness. The problem of artificiality;
the problem of internal versus external validity
4.Understand ethical issues in
psychology.
4.1Identify the ethical issues surrounding research
with human participants and non-human
participants.
4.2Analyse the ethical issues surrounding research
with human participants and non-human
participants.
●Major professional bodies for Psychologists; The
British Psychological Society BPS) and the
American Psychological Society (APA)
●Research with human participants; consent;
deception; debriefing; protection of participants
●Milgram’s obedience experiment (1974) and
●Zimbardo’s (1973 Prison simulation experiment
●The ethics of socially sensitive research (SSR)
(Stanley and Sieber (1988)
●Research with non-human (animal) subjects
(BPS 2007); safeguards for animal subjects
●Ethics faced by Psychologist’s attempting to
change other people’s behaviour
●Therapists as value-neutral and non-directive
●Power imbalances
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
standards specified by all assessment criteria.
Learning Outcomes to be metAssessment Criteria to be coveredAssessment type Word count (approx. length)
All 1 to 4 All ACs under LO 1 to 4 Coursework 3000 words
Indicative Reading list
Banyard, P. & Grayson, A. (2008) Introducing Psychological Research: Seventy Studies that Shape Psychology (3rd Ed.) Basingstoke : Palgrave
Banyard, P and Flanagan, C (2011) Ethical issues in Psychology, London Routledge
Gross; Richard. (2020). Psychology: The Science of Mind and Behaviour 8th Edition. London: Taylor & Francis.
Gross, R. (2018) Psychology in Historical Context; Theories and Debates. London; Routledge. Chapter 2
Gross, R. (2014) Themes, Issues, and Debates in Psychology (4
th
Edition) London: Hodder Education. Chapter 5
Gross, R. (2018) Being Human; Psychological Perspectives on Human Nature (2
nd
edition): London; Routledge.
Wise, R (2000) Rattling the Cage: Towards legal Rights for Animals. London: Profile Books
Websites
www.apa.org :The official website of the American Psychological Association /APA
www.bps.org.uk : The official website of the British Psychological Society /BPS
www.freud.org
www.psychoanlysis.org.uk
https://www.verywellmind.com/psychology-history-4157185 Histories and Biographies of major theorists
SPECIFICATION | MAY 2024
INTRODUCTION TO SOCIAL AND DEVELOPMENTAL PSYCHOLOGY
person should be the focus of study. Although the major approaches contain distinguishable theories, they share certain principles and
assumptions. As well as discussing the roots of science and what is meant by science, we explore the study of human behaviour from a scientific
standpoint.
Learning Outcomes, Assessment Criteria and Indicative Content
Learning Outcome –
The learner will:
Assessment Criterion –
The learner can:
Indicative content
1.Understand the scope of
psychology.
1.1Define the word ‘psychology’
1.2Understand the emergence of psychology as a
discipline.
1.3Describe the theoretical approaches or
orientations within psychology.
1.4Analyse how key concepts in psychology relate
to current and contemporary issues in modern
society.
●The origins of Psychology; William Wundt (1832-
1920)
●Classifying the work of psychologists; the
process approach; Physiological or
Biopsychology; cognitive psychology;
comparative psychology.
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
●The Person approach; Social psychology;
Developmental psychology and individual
differences.
●Areas of applied psychology; clinical psychology;
counselling psychology; educational psychology;
occupational (work or organisational
psychology); Health psychology and Chartered
Psychologists
2.Understand the theoretical
approaches to psychology.
2.1Explain the basic principles and assumptions of
theoretical approaches to psychology.
2.2Assess how the basic principles and
assumptions underpin theoretical approaches to
psychology.
●Biopsychological approach; basic principles and
assumptions
●Behaviourist approach; Watson (1913); Skinner
(1987) Pavlov. Theoretical contributions
explanations of behaviour in conditioning terms
and practical contributions; Behaviour therapy;
behaviour pharmacology; Biofeedback.
●The Psychodynamic approach; Freud; Erikson;
(1902-1994) Jung (1875-1961); Adler (1870-
1937) basic principles and assumptions;
behaviour is determined by unconscious
thoughts. Theoretical contributions: theories on
motivation, dreams, attachment, gender
development; abnormality; personality. Practical
contributions; psychotherapy; behaviour
therapies; Freudian terminology
●The Humanistic Approach; basic principles and
assumptions; Abraham Maslow (1908-1970)
Carl Rogers (1951) Theoretical contributions;
Maslow’s Hierarchy of Needs Practical
contributions: psychotherapy; client centred
therapy; Person centered therapy; counselling
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
●The Cognitive Approach; basic principles and
assumptions; Theoretical Contributions; social
learning theory (Bandura); information
processing approach; the term social cognition;
attitudes; and attitude change (including
prejudice) and areas of social psychology.
Practical Contributions; REBT (Ellis 1987)
cognitive behavioural therapies; research into
working memory
●The Social Constructionist Approach; basic
principles and assumptions Gergen (1973) and
Burr (2003); social representations Serge
Moscovici (1925-2014)
●The Evolutionary Approach ; basic principles and
assumptions (Wilson 1975); Buss (1995)
Theoretical contributions: adaptive responses to
threatening stimuli; chronic stress explanations;
parental investment; Dawkins (1976) selfish
gene theory
3.Understand psychology as a
science.
3.1Assess how appropriate it is to use the scientific
method to study human behaviour and cognitive
processes.
●Philosophical dualism 17
th
Century (Descartes);
Empiricism (17
th
and 18
th
Century) Locke, Hume,
Berkley, and psychology. Wundt’s contributions
(1874) and Experimental psychology.
●William James’s contribution (1842-1910)
●Watson’s Behaviourist revolution (1878-1958)
●The Cognitive revolution (1956)- information
processing approach Miller (1920-2012).
●The major features of science; the scientific
method; Kuhn’s stages in the development of
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
science
●The problem of objectivity
●The psychological experiment as a social
situation; experimenter bias; demand
characteristics the problem of
representativeness. The problem of artificiality;
the problem of internal versus external validity
4.Understand ethical issues in
psychology.
4.1Identify the ethical issues surrounding research
with human participants and non-human
participants.
4.2Analyse the ethical issues surrounding research
with human participants and non-human
participants.
●Major professional bodies for Psychologists; The
British Psychological Society BPS) and the
American Psychological Society (APA)
●Research with human participants; consent;
deception; debriefing; protection of participants
●Milgram’s obedience experiment (1974) and
●Zimbardo’s (1973 Prison simulation experiment
●The ethics of socially sensitive research (SSR)
(Stanley and Sieber (1988)
●Research with non-human (animal) subjects
(BPS 2007); safeguards for animal subjects
●Ethics faced by Psychologist’s attempting to
change other people’s behaviour
●Therapists as value-neutral and non-directive
●Power imbalances
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
standards specified by all assessment criteria.
Learning Outcomes to be metAssessment Criteria to be coveredAssessment type Word count (approx. length)
All 1 to 4 All ACs under LO 1 to 4 Coursework 3000 words
Indicative Reading list
Banyard, P. & Grayson, A. (2008) Introducing Psychological Research: Seventy Studies that Shape Psychology (3rd Ed.) Basingstoke : Palgrave
Banyard, P and Flanagan, C (2011) Ethical issues in Psychology, London Routledge
Gross; Richard. (2020). Psychology: The Science of Mind and Behaviour 8th Edition. London: Taylor & Francis.
Gross, R. (2018) Psychology in Historical Context; Theories and Debates. London; Routledge. Chapter 2
Gross, R. (2014) Themes, Issues, and Debates in Psychology (4
th
Edition) London: Hodder Education. Chapter 5
Gross, R. (2018) Being Human; Psychological Perspectives on Human Nature (2
nd
edition): London; Routledge.
Wise, R (2000) Rattling the Cage: Towards legal Rights for Animals. London: Profile Books
Websites
www.apa.org :The official website of the American Psychological Association /APA
www.bps.org.uk : The official website of the British Psychological Society /BPS
www.freud.org
www.psychoanlysis.org.uk
https://www.verywellmind.com/psychology-history-4157185 Histories and Biographies of major theorists
SPECIFICATION | MAY 2024
INTRODUCTION TO SOCIAL AND DEVELOPMENTAL PSYCHOLOGY
20 credits • 100 GLH • 200 TQT
Unit Aims
This aim of this unit is to equip learners with the knowledge and understanding of the interplay between theory, research, and application in both social psychology and developmental psychology. The unit focuses on core theories and research of social psychology, as well as applications of the field. In the second part of the unit, we will explore the theories and research behind developmental psychology. Developmental psychology theories tend to explain development in terms of a progression through life stages.
Learning Outcomes, Assessment Criteria and Indicative Content
Learning Outcome –
The learner will:
Assessment Criterion –
The learner can:
Indicative content
1.Understand the key
methodological issues and
theorising in social psychology.
1.1Explain the main phenomena, methods and
theorising in social psychology.
1.2Analyse the ethical issues encountered in the
psychological studies by Milgram and
Zimbardo.
●Types of conformity and explanations of
conformity
●Key study Asch (1956)
●Variables affecting conformity
●Conformity to social roles
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
●Key Study (the Stanford Prison experiment-
Zimbardo
●Research on obedience Key study Milgram
(1963): Milgram’s research and ethical issues
and moral responsibility
●Methodological issues -Milgram’s research
●Situational factors in obedience (e.g.: proximity;
location and uniform)
●Explanations for obedience (agentic state;
legitimacy of authority.
●The Authoritarian Personality Key study Elms
and Milgram (1966)
●Resistance to social influence; social support;
locus of control
●Study: Hofling et al (1966) Obedience in
Hospitals
●Minority influence and behavioural style; key
study Moscovinci et al (1969)
●Social influence processes in social change
●The power of social situations:
●Zimbardo’s research (1973)
2.Understand the main theoretical
views in cognition and
development.
2.1Explain the main phenomena, methods, and
theorising in developmental psychology.
2.2Describe the key features of family and
community influences on child development.
●Development of thinking
●Piaget’s Theory and mechanisms of cognitive
development
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
●Stages in cognitive development
●Piaget’s research methods
●Vygotsky’s theory of cognitive development
(Zone of Proximal Development)
●Applications of cognitive development theories
to education
●Development of Moral understanding
●Kohlberg’s theory of moral understanding
●Development of social cognition
●Development of a child’s sense of self
●Development of a child’s understanding of
others
3.Understand theories of gender
development.
3.1Identify theories of gender development.
3.2Analyse theories of gender development.
●The vocabulary of sex and gender
●Intersexuality
●Gender stereotypes and gender differences
●Theories of gender development: The biological
approach; influence of hormones; gonadal
hormones; intersex conditions and human
behavioural development
●Play behaviour
●Core gender identity
●Sexual orientation
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
●Gender and the brain
●The extreme male brain theory of autistic
spectrum disorder
●Biosocial Theory
●Evolutionary approaches (environmental
influences on behaviour)
●Freud’s psychoanalytical theory
●Social Learning theory (the influence of parents
●Cognitive development theory
4.Understand adolescence as
being a time of physiological and
behavioural changes.
4.1Explain the social meaning of biological
changes during adolescence.
4.2Explain the psychological meaning of biological
changes during adolescence.
4.3Evaluate research into relationships with
parents and /or peers in adolescence.
●Puberty and body image the social and
psychological meaning of biological changes
●Theories of adolescence: Hall’s theory (1904)
●Adolescent mental health
●Self-harm
●Sleep disturbance
●Studies of delinquent behaviour
●Erikson’s theory -identity crisis (1963)
●Role confusion
●Studies of self esteem
●Initiation into adulthood in non-western cultures
(Cohen 1964)
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
●Sociological approaches; generation gap
●Parent adolescent relationships
●Coleman’s focal theory (1990)
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be metAssessment Criteria to be coveredAssessment type Word count (approx. length)
All 1 to 4 All ACs under LO 1 to 4 Coursework 3000 words
Indicative Reading list
Brannigan, A. (2020). The Use and Misuse of the Experimental Method in Social Psychology: A Critical Examination of Classical Research (1st
ed.). Routledge.
Dolinski, D., & Grzyb, T. (2020). The Social Psychology of Obedience Towards Authority. Taylor & Francis.
Gross; Richard. (2020). Psychology: The Science of Mind and Behaviour 8th Edition. London: Taylor & Francis.
Hewstone, M., & Stroebe, W. (2021). An Introduction to Social Psychology. Wiley.
Websites
www.apa.org :The official website of the American Psychological Association /APA
www.bps.org.uk : The official website of the British Psychological Society /BPS
www.freud.org
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
www.psychoanlysis.org.uk
SPECIFICATION | MAY 2024
BIOPSYCHOLOGY
Learning Outcome –
The learner will:
Assessment Criterion –
The learner can:
Indicative content
1.Understand the key
methodological issues and
theorising in social psychology.
1.1Explain the main phenomena, methods and
theorising in social psychology.
1.2Analyse the ethical issues encountered in the
psychological studies by Milgram and
Zimbardo.
●Types of conformity and explanations of
conformity
●Key study Asch (1956)
●Variables affecting conformity
●Conformity to social roles
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
●Key Study (the Stanford Prison experiment-
Zimbardo
●Research on obedience Key study Milgram
(1963): Milgram’s research and ethical issues
and moral responsibility
●Methodological issues -Milgram’s research
●Situational factors in obedience (e.g.: proximity;
location and uniform)
●Explanations for obedience (agentic state;
legitimacy of authority.
●The Authoritarian Personality Key study Elms
and Milgram (1966)
●Resistance to social influence; social support;
locus of control
●Study: Hofling et al (1966) Obedience in
Hospitals
●Minority influence and behavioural style; key
study Moscovinci et al (1969)
●Social influence processes in social change
●The power of social situations:
●Zimbardo’s research (1973)
2.Understand the main theoretical
views in cognition and
development.
2.1Explain the main phenomena, methods, and
theorising in developmental psychology.
2.2Describe the key features of family and
community influences on child development.
●Development of thinking
●Piaget’s Theory and mechanisms of cognitive
development
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
●Stages in cognitive development
●Piaget’s research methods
●Vygotsky’s theory of cognitive development
(Zone of Proximal Development)
●Applications of cognitive development theories
to education
●Development of Moral understanding
●Kohlberg’s theory of moral understanding
●Development of social cognition
●Development of a child’s sense of self
●Development of a child’s understanding of
others
3.Understand theories of gender
development.
3.1Identify theories of gender development.
3.2Analyse theories of gender development.
●The vocabulary of sex and gender
●Intersexuality
●Gender stereotypes and gender differences
●Theories of gender development: The biological
approach; influence of hormones; gonadal
hormones; intersex conditions and human
behavioural development
●Play behaviour
●Core gender identity
●Sexual orientation
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
●Gender and the brain
●The extreme male brain theory of autistic
spectrum disorder
●Biosocial Theory
●Evolutionary approaches (environmental
influences on behaviour)
●Freud’s psychoanalytical theory
●Social Learning theory (the influence of parents
●Cognitive development theory
4.Understand adolescence as
being a time of physiological and
behavioural changes.
4.1Explain the social meaning of biological
changes during adolescence.
4.2Explain the psychological meaning of biological
changes during adolescence.
4.3Evaluate research into relationships with
parents and /or peers in adolescence.
●Puberty and body image the social and
psychological meaning of biological changes
●Theories of adolescence: Hall’s theory (1904)
●Adolescent mental health
●Self-harm
●Sleep disturbance
●Studies of delinquent behaviour
●Erikson’s theory -identity crisis (1963)
●Role confusion
●Studies of self esteem
●Initiation into adulthood in non-western cultures
(Cohen 1964)
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
●Sociological approaches; generation gap
●Parent adolescent relationships
●Coleman’s focal theory (1990)
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be metAssessment Criteria to be coveredAssessment type Word count (approx. length)
All 1 to 4 All ACs under LO 1 to 4 Coursework 3000 words
Indicative Reading list
Brannigan, A. (2020). The Use and Misuse of the Experimental Method in Social Psychology: A Critical Examination of Classical Research (1st
ed.). Routledge.
Dolinski, D., & Grzyb, T. (2020). The Social Psychology of Obedience Towards Authority. Taylor & Francis.
Gross; Richard. (2020). Psychology: The Science of Mind and Behaviour 8th Edition. London: Taylor & Francis.
Hewstone, M., & Stroebe, W. (2021). An Introduction to Social Psychology. Wiley.
Websites
www.apa.org :The official website of the American Psychological Association /APA
www.bps.org.uk : The official website of the British Psychological Society /BPS
www.freud.org
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
www.psychoanlysis.org.uk
SPECIFICATION | MAY 2024
BIOPSYCHOLOGY
20 credits • 100 GLH • 200 TQT
Unit Aims
This aim of this unit is to equip learners with the knowledge and understanding of the divisions of the nervous system, central and peripheral (somatic and autonomic), then further extend this with knowledge of the structure and function of sensory, relay and motor neurones. The process of synaptic transmission, including reference to neurotransmitters, excitation and inhibition is included in this unit. Additionally, the endocrine system is studied as it works closely with the nervous system to regulate the physiological processes of the human body. The unit is supported with classic psychological studies to illustrate its application.
Learning Outcomes, Assessment Criteria and Indicative Content
Learning Outcome –
The learner will:
Assessment Criterion –
The learner can:
Indicative content
1.Understand the structure and
function of the nervous system
and the system’s location in the
brain.
1.1Explain key areas of the human nervous
systems and their structure and function.
1.2Explain how we understand localisation and
lateralisation of brain function using examples
from psychological studies.
●The Nervous system:
●Divisions of the nervous system; Central
nervous system and the peripheral nervous
system.
●Central Nervous system:
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
●The spinal cord
●The brain
●The Peripheral Nervous system:
●The somatic nervous system
●The autonomic nervous system (The
sympathetic nervous system and the
parasympathetic nervous system)
●Localisation of function:
●Visual and auditory centres; motor and
somatosensory areas
●Language centres (Broca’s area and Wernicke’s
area)
●Lateralisation and split brain research,
language, and handedness (The boys with
incomplete brains Mundianano et al., 2017)
●Split brain patients (Sperry 1968- when the left
brain literally doesn’t know what the left hand is
doing)
2.Understand the function of
neurons and the process of
synaptic transmission.
2.1Explain the role of sensory, relay and motor
neurones.
2.2Explain the nature of synaptic transmission.
●The structure and function of neurones; sensory
neurons; relay neurones; motor neurons
●Synapses and neurotransmitters
●Synaptic transmission
●Excitatory and inhibitory neurotransmitters
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
3.Understand ways of studying the
brain.
3.1Identify methods used by research scientists to
study different functions of the brain.
3.2Evaluate the strengths and limitations of
methods used by research scientists to study
different functions of the brain.
●Methods of studying the brain; clinical and
anatomical methods; invasive methods. Non-
invasive methods
●Post-mortem examinations
●Functional magnetic resonance imaging (FRMI)
●Electroencephalogram (EEG)
●Event related potentials (ERPs)
4.Understand the processes of
defending (fight) or running away
to safety (flight).
4.1Explain the fight or flight responses.
●The endocrine system
●Glands and hormones
●The Pituitary gland
●Hormones produced by the pituitary gland
●The adrenal glands
●Hormones produced by the adrenal glands
●The fight or flight response to stress
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be metAssessment Criteria to be coveredAssessment type Word count (approx. length)
LO1 to LO3 All ACs under LO1 to LO3 Coursework 2500 words
LO4 All ACs under LO4 Presentation Presentation and 500 words of notes
Indicative Reading list
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
Gross; Richard. (2020). Psychology: The Science of Mind and Behaviour 8th Edition. London: Taylor & Francis.
Websites
www.apa.org :The official website of the American Psychological Association /APA
www.bps.org.uk : The official website of the British Psychological Society /BPS
www.freud.org
www.psychoanlysis.org.uk
SPECIFICATION | MAY 2024
THE DEVELOPMENT OF ATTACHMENTS
Learning Outcome –
The learner will:
Assessment Criterion –
The learner can:
Indicative content
1.Understand the structure and
function of the nervous system
and the system’s location in the
brain.
1.1Explain key areas of the human nervous
systems and their structure and function.
1.2Explain how we understand localisation and
lateralisation of brain function using examples
from psychological studies.
●The Nervous system:
●Divisions of the nervous system; Central
nervous system and the peripheral nervous
system.
●Central Nervous system:
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
●The spinal cord
●The brain
●The Peripheral Nervous system:
●The somatic nervous system
●The autonomic nervous system (The
sympathetic nervous system and the
parasympathetic nervous system)
●Localisation of function:
●Visual and auditory centres; motor and
somatosensory areas
●Language centres (Broca’s area and Wernicke’s
area)
●Lateralisation and split brain research,
language, and handedness (The boys with
incomplete brains Mundianano et al., 2017)
●Split brain patients (Sperry 1968- when the left
brain literally doesn’t know what the left hand is
doing)
2.Understand the function of
neurons and the process of
synaptic transmission.
2.1Explain the role of sensory, relay and motor
neurones.
2.2Explain the nature of synaptic transmission.
●The structure and function of neurones; sensory
neurons; relay neurones; motor neurons
●Synapses and neurotransmitters
●Synaptic transmission
●Excitatory and inhibitory neurotransmitters
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
3.Understand ways of studying the
brain.
3.1Identify methods used by research scientists to
study different functions of the brain.
3.2Evaluate the strengths and limitations of
methods used by research scientists to study
different functions of the brain.
●Methods of studying the brain; clinical and
anatomical methods; invasive methods. Non-
invasive methods
●Post-mortem examinations
●Functional magnetic resonance imaging (FRMI)
●Electroencephalogram (EEG)
●Event related potentials (ERPs)
4.Understand the processes of
defending (fight) or running away
to safety (flight).
4.1Explain the fight or flight responses.
●The endocrine system
●Glands and hormones
●The Pituitary gland
●Hormones produced by the pituitary gland
●The adrenal glands
●Hormones produced by the adrenal glands
●The fight or flight response to stress
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be metAssessment Criteria to be coveredAssessment type Word count (approx. length)
LO1 to LO3 All ACs under LO1 to LO3 Coursework 2500 words
LO4 All ACs under LO4 Presentation Presentation and 500 words of notes
Indicative Reading list
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
Gross; Richard. (2020). Psychology: The Science of Mind and Behaviour 8th Edition. London: Taylor & Francis.
Websites
www.apa.org :The official website of the American Psychological Association /APA
www.bps.org.uk : The official website of the British Psychological Society /BPS
www.freud.org
www.psychoanlysis.org.uk
SPECIFICATION | MAY 2024
THE DEVELOPMENT OF ATTACHMENTS
20 credits • 100 GLH • 200 TQT
Unit Aims
This aim of this unit is to equip learners with the knowledge and understanding of attachments and their loss or disruption can lead to our understanding of how early experiences can impact later development.
Learning Outcomes, Assessment Criteria and Indicative Content
Learning Outcome –
The learner will:
Assessment Criterion –
The learner can:
Indicative content
1.Understand learning theory of
attachment.
1.1Explain learning theory of attachment.
1.2Explain the development of attachments
using learning theory.
●Learning theory of attachment: Classical
conditioning/ operant conditioning/ social learning
theory
●Bowlby Monotropic attachment theory -critical
period; social releasers; monotropy
●The evolutionary perspective
●Internal working model -the consequences of
attachment
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
●Continuity hypothesis
●Theory of maternal deprivation and the value of
maternal care (Bowlby 44 Juvenile thieves’ study
(1944)
●Critical period
●Physical and emotional separation, support for long
term effects
●Deprivation v privation (Rutter 1981)
2.Understand caregiver-infant
interactions, reciprocity and
interactional synchrony.
2.1Explain what is meant by the term
‘reciprocity’ in relation to caregiver–infant
interactions.
2.2Explain what is meant by the term
‘interactional synchrony’ in relation to
caregiver–infant interactions.
2.3Research psychological studies relating to
caregiver-infant interactions.
●Reciprocity - completely dependent on their
caregivers
●Interactional synchrony - infants mirror the actions
or emotions of another person ie facial expressions
●Observational research
●Problems with testing infant behaviour; failure to
replicate
3.Understand the development of
attachment in human and
animal studies.
3.1Explain attachment.
3.2Describe how attachment develops in
humans and animals.
3.3Describe the main studies investigating the
development of attachment in humans and
animals.
●Stages of attachment (Schaffer and Emerson 1960)
●Multi attachment
●Primary attachment figure
●Separation anxiety
●Stanger anxiety
●Cultural variations
●Stage theories
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
●The role of the father
●Animal studies of attachment (Lorenz 1935) -
imprinting.
●Harlow’s research (1959)
●Criticisms of imprinting
●Generalising animal studies to human behaviour
●Ethics of Harlow’s study
4.Understand individual and
cultural variations in attachment.
4.1Describe how attachment can vary between
individuals and cultures.
4.2Evaluate whether patterns of attachment
appear to be universal or are subject to
cultural influences.
●Ainsworth and the ‘strange situation’ (key study)
●Van IJzendoorn and Kroonenberg (1988) key study
●Cultural similarities and differences
●Indigenous theories of attachment, culture bias
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be metAssessment Criteria to be coveredAssessment type Word count (approx. length)
All 1 to 4 All ACs under LO 1 to 4 Coursework 2050-6600 words
Indicative Reading list
Forslund, T., & Duschinsky, R. (2021). Attachment Theory and Research: A Reader (1st ed.). Wiley-Blackwell.
Gross; Richard. (2020). Psychology: The Science of Mind and Behaviour 8th Edition. London: Taylor & Francis.
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
Holmes, J. (2014). John Bowlby and Attachment Theory. Taylor & Francis.
Websites
www.apa.org :The official website of the American Psychological Association /APA
www.bps.org.uk : The official website of the British Psychological Society /BPS
www.freud.org
SPECIFICATION | MAY 2024
PROCESSES OF HUMAN MEMORY
Learning Outcome –
The learner will:
Assessment Criterion –
The learner can:
Indicative content
1.Understand learning theory of
attachment.
1.1Explain learning theory of attachment.
1.2Explain the development of attachments
using learning theory.
●Learning theory of attachment: Classical
conditioning/ operant conditioning/ social learning
theory
●Bowlby Monotropic attachment theory -critical
period; social releasers; monotropy
●The evolutionary perspective
●Internal working model -the consequences of
attachment
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
●Continuity hypothesis
●Theory of maternal deprivation and the value of
maternal care (Bowlby 44 Juvenile thieves’ study
(1944)
●Critical period
●Physical and emotional separation, support for long
term effects
●Deprivation v privation (Rutter 1981)
2.Understand caregiver-infant
interactions, reciprocity and
interactional synchrony.
2.1Explain what is meant by the term
‘reciprocity’ in relation to caregiver–infant
interactions.
2.2Explain what is meant by the term
‘interactional synchrony’ in relation to
caregiver–infant interactions.
2.3Research psychological studies relating to
caregiver-infant interactions.
●Reciprocity - completely dependent on their
caregivers
●Interactional synchrony - infants mirror the actions
or emotions of another person ie facial expressions
●Observational research
●Problems with testing infant behaviour; failure to
replicate
3.Understand the development of
attachment in human and
animal studies.
3.1Explain attachment.
3.2Describe how attachment develops in
humans and animals.
3.3Describe the main studies investigating the
development of attachment in humans and
animals.
●Stages of attachment (Schaffer and Emerson 1960)
●Multi attachment
●Primary attachment figure
●Separation anxiety
●Stanger anxiety
●Cultural variations
●Stage theories
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
●The role of the father
●Animal studies of attachment (Lorenz 1935) -
imprinting.
●Harlow’s research (1959)
●Criticisms of imprinting
●Generalising animal studies to human behaviour
●Ethics of Harlow’s study
4.Understand individual and
cultural variations in attachment.
4.1Describe how attachment can vary between
individuals and cultures.
4.2Evaluate whether patterns of attachment
appear to be universal or are subject to
cultural influences.
●Ainsworth and the ‘strange situation’ (key study)
●Van IJzendoorn and Kroonenberg (1988) key study
●Cultural similarities and differences
●Indigenous theories of attachment, culture bias
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be metAssessment Criteria to be coveredAssessment type Word count (approx. length)
All 1 to 4 All ACs under LO 1 to 4 Coursework 2050-6600 words
Indicative Reading list
Forslund, T., & Duschinsky, R. (2021). Attachment Theory and Research: A Reader (1st ed.). Wiley-Blackwell.
Gross; Richard. (2020). Psychology: The Science of Mind and Behaviour 8th Edition. London: Taylor & Francis.
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
Holmes, J. (2014). John Bowlby and Attachment Theory. Taylor & Francis.
Websites
www.apa.org :The official website of the American Psychological Association /APA
www.bps.org.uk : The official website of the British Psychological Society /BPS
www.freud.org
SPECIFICATION | MAY 2024
PROCESSES OF HUMAN MEMORY
20 credits • 100 GLH • 200 TQT
Unit Aims
This aim of this unit is to equip learners with the knowledge and understanding of the different types of memory and the models that show its representation. Theories on forgetting will be included, and the application of psychology is seen in the reliability of witness testimony.
Learning Outcomes, Assessment Criteria and Indicative Content
Learning Outcome –
The learner will:
Assessment Criterion –
The learner can:
Indicative content
1.Understand the multi- store
model of memory, sensory
register and short- and long-
term memory.
1.1Define:
●multi-store model of memory
●sensory register
●short-term memory
●long-term memory
1.2Evaluate the strengths and limitations of the
multi-store model of memory.
●Short- and long-term memory, capacity, duration
and coding
●The multi-store model of memory - Richard
Atkinson- strengths and limitations
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
2.Understand the working
memory model.
2.1Discuss one research study that supports the
working memory model.
2.2Evaluate the strengths and weaknesses of the
working memory model.
●The working memory model -Alan Baddeley
●Central executive.
●Episodic buffer
●Phonological loop
●Visuo-spatial sketchpad
●strengths and limitations of the model
3.Understand types of long-term
memory.
3.1Explain what is meant by the term episodic
memory.
3.2Explain what is meant by the term semantic
memory.
3.3Explain what is meant by the term 'procedural
memory.
3.4Explain the distinction between episodic and
procedural memory.
3.5Describe types of long-term memory.
●Episodic: type of long-term memory that involves
conscious recollection of previous experiences
together with their context in terms of time,
place, associated emotions, etc
●Semantic: a type of long-term memory involving
the capacity to recall words, concepts, or
numbers, which is essential for the use and
understanding of language
●Procedural: Procedural memory describes an
implicit memory relating to learned tasks ie riding
a bike
●Evidence from brain scans.
●Distinguishing procedural and declarative
memories
●Distinguishing episodic and semantic memories
4.Understand explanations for
forgetting.
4.1Define what is meant by the terms proactive
interference and retroactive interference.
4.2Explain how interference may cause forgetting.
4.3Explain how retrieval failure due to the absence
of cues leads to forgetting.
●Interference theory, paired associate testing,
●Retrieval failure; The encoding specificity
principle; context dependent forgetting; state
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
4.4Explain the factors affecting the accuracy of
eyewitness testimony.
dependent forgetting
●Misleading information Key study -Loftus and
Palmer (1974)
●Accuracy of eyewitness testimony and the
impact of anxiety -key study Johnson and Scott
(1976)
●The cognitive interview Geiselman et al (1984)
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be metAssessment Criteria to be coveredAssessment type Word count (approx. length)
LO1 to LO3 All ACs under LO1 to LO3 Coursework 2500 words
LO4 All Acs under LO4 Presentation Presentation and 500 words of notes
Indicative Reading list
Gross; Richard. (2020). Psychology: The Science of Mind and Behaviour 8th Edition. London: Taylor & Francis.
Loftus, E. F., & Loftus, E. F. (2019). Human Memory. Taylor & Francis.
Rolls, G. (2019). Classic Case Studies in Psychology: Fourth Edition (4th ed.). Routledge.
Websites
www.apa.org :The official website of the American Psychological Association /APA
www.bps.org.uk : The official website of the British Psychological Society /BPS
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
www.freud.org
SPECIFICATION | MAY 2024
RESEARCH METHODS AND INVESTIGATING PSYCHOLOGY
Learning Outcome –
The learner will:
Assessment Criterion –
The learner can:
Indicative content
1.Understand the multi- store
model of memory, sensory
register and short- and long-
term memory.
1.1Define:
●multi-store model of memory
●sensory register
●short-term memory
●long-term memory
1.2Evaluate the strengths and limitations of the
multi-store model of memory.
●Short- and long-term memory, capacity, duration
and coding
●The multi-store model of memory - Richard
Atkinson- strengths and limitations
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
2.Understand the working
memory model.
2.1Discuss one research study that supports the
working memory model.
2.2Evaluate the strengths and weaknesses of the
working memory model.
●The working memory model -Alan Baddeley
●Central executive.
●Episodic buffer
●Phonological loop
●Visuo-spatial sketchpad
●strengths and limitations of the model
3.Understand types of long-term
memory.
3.1Explain what is meant by the term episodic
memory.
3.2Explain what is meant by the term semantic
memory.
3.3Explain what is meant by the term 'procedural
memory.
3.4Explain the distinction between episodic and
procedural memory.
3.5Describe types of long-term memory.
●Episodic: type of long-term memory that involves
conscious recollection of previous experiences
together with their context in terms of time,
place, associated emotions, etc
●Semantic: a type of long-term memory involving
the capacity to recall words, concepts, or
numbers, which is essential for the use and
understanding of language
●Procedural: Procedural memory describes an
implicit memory relating to learned tasks ie riding
a bike
●Evidence from brain scans.
●Distinguishing procedural and declarative
memories
●Distinguishing episodic and semantic memories
4.Understand explanations for
forgetting.
4.1Define what is meant by the terms proactive
interference and retroactive interference.
4.2Explain how interference may cause forgetting.
4.3Explain how retrieval failure due to the absence
of cues leads to forgetting.
●Interference theory, paired associate testing,
●Retrieval failure; The encoding specificity
principle; context dependent forgetting; state
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
4.4Explain the factors affecting the accuracy of
eyewitness testimony.
dependent forgetting
●Misleading information Key study -Loftus and
Palmer (1974)
●Accuracy of eyewitness testimony and the
impact of anxiety -key study Johnson and Scott
(1976)
●The cognitive interview Geiselman et al (1984)
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be metAssessment Criteria to be coveredAssessment type Word count (approx. length)
LO1 to LO3 All ACs under LO1 to LO3 Coursework 2500 words
LO4 All Acs under LO4 Presentation Presentation and 500 words of notes
Indicative Reading list
Gross; Richard. (2020). Psychology: The Science of Mind and Behaviour 8th Edition. London: Taylor & Francis.
Loftus, E. F., & Loftus, E. F. (2019). Human Memory. Taylor & Francis.
Rolls, G. (2019). Classic Case Studies in Psychology: Fourth Edition (4th ed.). Routledge.
Websites
www.apa.org :The official website of the American Psychological Association /APA
www.bps.org.uk : The official website of the British Psychological Society /BPS
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
www.freud.org
SPECIFICATION | MAY 2024
RESEARCH METHODS AND INVESTIGATING PSYCHOLOGY
20 credits • 100 GLH • 200 TQT
Unit Aims
The aim of this unit is to equip learners with the knowledge and understanding of research and methodology in psychology, with an introduction to statistics and how they interact. Methodology and statistics are introduced here and include design considerations, counterbalancing, sample versus population, descriptive statistics, histograms, summary statistics, and hypothesis testing. You must comply with ethical standards for psychological research. It is essential that you are familiar with the most recent version of the Code of Ethics and Conduct which applies to all psychological research. Please refer to the American Psychological Association (APA) or British Psychological Society (BPS) for guidance.
Learning Outcomes, Assessment Criteria, and Indicative Content
Learning Outcome –
The learner will:
Assessment Criterion –
The learner can:
Indicative content
1.Understand the experimental
methods applied in psychology.
1.1Explain the principles of research design.
1.2Analyse how scientific method, experimental
and descriptive research are interlinked.
●The scientific method; empirical methods;
objectivity; replicability; theory construction;
hypothesis testing
●Psychology as a science
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
●Validating new knowledge; the role of peer review
●Issues of reliability, validity, and sampling
●Ethical issues with human participants respect,
competence; responsibility and integrity.
●Ethical issues with non-human participants; existing
constraints (BPS guidelines), animal rights
●Ethical issues; informed consent; debrief; research
aim, dependent and independent variable;
operationalise hypothesis; standardised procedure;
extraneous variables; experiment Controls:
confounding and extraneous variables; Realism;
mundane realism; generalisation. Validity: internal
and external validity; ecological validity; population
validity; historical validity.
●Directional and non-directional hypotheses. Pilot
study.
●Types of experimental design: repeated measure
design; independent groups; matched pairs design;
counterbalancing and random allocation; order
effects.
●Lab and field experiment; natural and quasi
experiments; Problems: Manipulation of the IV;
demand characteristics; investigator effects;
participant variables; situation variables.
●Dealing with problems: single blind design; double
blind design; experimental realism.
●Sampling; bias; random sample; opportunity
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
sample; stratified sampling; systematic sampling;
volunteer bias; volunteer sample.
●The BPS Code of Ethics and conduct; informed
consent; deception; the right to withdraw; protection
from physical and psychological harm;
confidentiality; privacy; cost benefit analysis; ethics
committee; debriefing;
2.Understand research methods. 2.1Describe research methods used in
psychology.
2.2Explain how to conduct simple statistical tests
commonly used in psychology.
●Naturalistic and controlled observations; overt and
covert observation; participant and non-participant
observation; interobserver reliability.
●Observational design; unstructured and structured
observations -sampling procedures: sampling event
sampling and time sampling
●Self- report techniques: questionnaires; structured
interview; unstructured interview; Self-report design;
questionnaire construction; open and closed
questions, sampling techniques; pilot study;
qualitative and quantitative data
●Case study; content analysis; effect size; meta-
analysis; systematic review; cross sectional studies;
longitudinal studies
3.Understand types of data
analysis and evaluation.
3.1Describe types of data analysis used in
research.
3.2Analyse the interrelationship between
statistics and research hypotheses in
psychology.
●Quantitative and qualitative data; primary and
secondary data
●Correlations: correlational hypothesis; co-variables;
positive and negative correlation; correlation co-
efficient, significance; scattergram; linear and
curvilinear correlation
●Measures of central Tendency: mean, mode,
median
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
●Measures of dispersion; range and standard
deviation
●Nominal; ordinal, interval, ratio
●Display of quantitative data: Tables; bar charts;
histograms; line graphs; scattergrams
●Data Distributions: normal and skewed distribution
●Statistical Testing; The Sign Test; calculated value;
critical value; probability; table of critical values; one
tailed test; two tailed test.
●Significance; probability; using inferential tests and
critical values degrees of freedom; one tailed or two
tailed); justifying the use of test.
●Levels of measurement (nominal; ordinal; interval)
●Spearman’s RHO (Correlation)
●Chi squared Test
●Mann Whitney U Test
●Wilcoxon T Test
●Comparison of descriptive and inferential statistics
●Qualitative analysis; summarising qualitative data;
inductive; categories/ themes; Deductive.
●An iterative process; validity and reflexivity,
triangulation.
4.Be able to carry out research
design and review.
4.1Research psychological papers to inform
research design.
●Selecting a topic consider past research (theories
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
4.2Apply and justify choice of method to a
research scenario.
4.3Review and reflect on own learning.
and studies) The finding lead to research aim and
hypothesise
●Method: decide on target population, choice should
be related to research aims
●Design and materials
●Participants
●Procedures what will be done
●What statistics will be used
●Ethics
●Conventions for reporting psychological
investigations
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be metAssessment Criteria to be coveredAssessment type Word count (approx. length)
All 1 to 4 All ACs under LO 1 to 4 Coursework 3000 words
Indicative Reading list
Coolican, H. (2018). Research Methods and Statistics in Psychology. Taylor & Francis.
Gross; Richard. (2020). Psychology: The Science of Mind and Behaviour 8th Edition. London: Taylor & Francis.
Haslam, A. S., & McGarty, C. (2018). Research Methods and Statistics in Psychology (SAGE Foundations of Psychology series) (3rd ed.). SAGE
Publications Ltd.
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
Schiff, B. (2018). Situating Qualitative Methods in Psychological Science. Taylor & Francis.
Websites
www.apa.org :The official website of the American Psychological Association /APA
www.bps.org.uk : The official website of the British Psychological Society /BPS
www.freud.org
SPECIFICATION | MAY 2024
LEVEL 5 UNIT SPECIFICATIONS
PSYCHOLOGICAL APPROACHES TO DEPRESSION AND SCHIZOPHRENIA
Learning Outcome –
The learner will:
Assessment Criterion –
The learner can:
Indicative content
1.Understand the experimental
methods applied in psychology.
1.1Explain the principles of research design.
1.2Analyse how scientific method, experimental
and descriptive research are interlinked.
●The scientific method; empirical methods;
objectivity; replicability; theory construction;
hypothesis testing
●Psychology as a science
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
●Validating new knowledge; the role of peer review
●Issues of reliability, validity, and sampling
●Ethical issues with human participants respect,
competence; responsibility and integrity.
●Ethical issues with non-human participants; existing
constraints (BPS guidelines), animal rights
●Ethical issues; informed consent; debrief; research
aim, dependent and independent variable;
operationalise hypothesis; standardised procedure;
extraneous variables; experiment Controls:
confounding and extraneous variables; Realism;
mundane realism; generalisation. Validity: internal
and external validity; ecological validity; population
validity; historical validity.
●Directional and non-directional hypotheses. Pilot
study.
●Types of experimental design: repeated measure
design; independent groups; matched pairs design;
counterbalancing and random allocation; order
effects.
●Lab and field experiment; natural and quasi
experiments; Problems: Manipulation of the IV;
demand characteristics; investigator effects;
participant variables; situation variables.
●Dealing with problems: single blind design; double
blind design; experimental realism.
●Sampling; bias; random sample; opportunity
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
sample; stratified sampling; systematic sampling;
volunteer bias; volunteer sample.
●The BPS Code of Ethics and conduct; informed
consent; deception; the right to withdraw; protection
from physical and psychological harm;
confidentiality; privacy; cost benefit analysis; ethics
committee; debriefing;
2.Understand research methods. 2.1Describe research methods used in
psychology.
2.2Explain how to conduct simple statistical tests
commonly used in psychology.
●Naturalistic and controlled observations; overt and
covert observation; participant and non-participant
observation; interobserver reliability.
●Observational design; unstructured and structured
observations -sampling procedures: sampling event
sampling and time sampling
●Self- report techniques: questionnaires; structured
interview; unstructured interview; Self-report design;
questionnaire construction; open and closed
questions, sampling techniques; pilot study;
qualitative and quantitative data
●Case study; content analysis; effect size; meta-
analysis; systematic review; cross sectional studies;
longitudinal studies
3.Understand types of data
analysis and evaluation.
3.1Describe types of data analysis used in
research.
3.2Analyse the interrelationship between
statistics and research hypotheses in
psychology.
●Quantitative and qualitative data; primary and
secondary data
●Correlations: correlational hypothesis; co-variables;
positive and negative correlation; correlation co-
efficient, significance; scattergram; linear and
curvilinear correlation
●Measures of central Tendency: mean, mode,
median
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
●Measures of dispersion; range and standard
deviation
●Nominal; ordinal, interval, ratio
●Display of quantitative data: Tables; bar charts;
histograms; line graphs; scattergrams
●Data Distributions: normal and skewed distribution
●Statistical Testing; The Sign Test; calculated value;
critical value; probability; table of critical values; one
tailed test; two tailed test.
●Significance; probability; using inferential tests and
critical values degrees of freedom; one tailed or two
tailed); justifying the use of test.
●Levels of measurement (nominal; ordinal; interval)
●Spearman’s RHO (Correlation)
●Chi squared Test
●Mann Whitney U Test
●Wilcoxon T Test
●Comparison of descriptive and inferential statistics
●Qualitative analysis; summarising qualitative data;
inductive; categories/ themes; Deductive.
●An iterative process; validity and reflexivity,
triangulation.
4.Be able to carry out research
design and review.
4.1Research psychological papers to inform
research design.
●Selecting a topic consider past research (theories
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
4.2Apply and justify choice of method to a
research scenario.
4.3Review and reflect on own learning.
and studies) The finding lead to research aim and
hypothesise
●Method: decide on target population, choice should
be related to research aims
●Design and materials
●Participants
●Procedures what will be done
●What statistics will be used
●Ethics
●Conventions for reporting psychological
investigations
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be metAssessment Criteria to be coveredAssessment type Word count (approx. length)
All 1 to 4 All ACs under LO 1 to 4 Coursework 3000 words
Indicative Reading list
Coolican, H. (2018). Research Methods and Statistics in Psychology. Taylor & Francis.
Gross; Richard. (2020). Psychology: The Science of Mind and Behaviour 8th Edition. London: Taylor & Francis.
Haslam, A. S., & McGarty, C. (2018). Research Methods and Statistics in Psychology (SAGE Foundations of Psychology series) (3rd ed.). SAGE
Publications Ltd.
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
Schiff, B. (2018). Situating Qualitative Methods in Psychological Science. Taylor & Francis.
Websites
www.apa.org :The official website of the American Psychological Association /APA
www.bps.org.uk : The official website of the British Psychological Society /BPS
www.freud.org
SPECIFICATION | MAY 2024
LEVEL 5 UNIT SPECIFICATIONS
PSYCHOLOGICAL APPROACHES TO DEPRESSION AND SCHIZOPHRENIA
20 credits • 100 GLH • 200 TQT
Unit Aims
This aim of this unit is to equip learners with the knowledge and understanding of issues relating to mental health and psychopathology. Controversies in defining 'abnormality' will be examined from different perspectives. Methods of diagnosis and different approaches to explaining Schizophrenia and depression will be discussed along with approaches to treatment. Consideration is given to ethical and social issues relating to a diagnosis of psychological abnormality.
Learning Outcomes, Assessment Criteria, and Indicative Content
Learning Outcome –
The learner will:
Assessment Criterion –
The learner can:
Indicative content
1.Understand the diagnosis and
classification of schizophrenia.
1.1Describe the process of defining normality and
abnormality.
1.2Evaluate biological explanations of
schizophrenias.
1.3Evaluate psychological explanations of
schizophrenias.
●Clinical characteristics of schizophrenia; issues
of reliability and validity in diagnosis
●Biological explanations of schizophrenia:
genetics and neural correlates, including the
dopamine hypothesis
●Psychological explanations of schizophrenia;
psychodynamic; cognitive. Sociocultural factors.
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
●
2.Understand therapies for
schizophrenia and the role of the
clinical psychologist.
2.1Evaluate approaches to therapy for
schizophrenia and their effectiveness
2.2Describe the role of clinical psychology as a
discipline
2.3Analyse research methods used within clinical
psychology.
●Antipsychotic medication; conventional
antipsychotics; atypical antipsychotics; ECT;
ethical issues; Cognitive behavioural therapy;
psychoanalysis;
●Practical role played by contemporary clinical
psychologists in society
3.Understand the diagnosis and
classification of depression.
3.1Explain how depression is classified.
3.2Evaluate biological and psychological
approaches to explaining depression .
●Clinical characteristics of major depressive
disorder; issues off reliability and validity on
diagnosis; cultural differences in the diagnosis of
depression; biological explanations of
depression; genetic and neurotransmitter
dysfunction; psychological explanations of
depression (mourning and melancholia);
psychodynamic; cognitive (Beck’s theory of
depression; learned helplessness;
hopelessness; sociocultural factors; life events
and depression; social network and social skills
4.Understand therapies for
depression.
4.1Explain approaches to therapies for depression
4.2Analyse the effectiveness of therapies used for
depression.
●Biological therapies; antidepressants; ECT.
Psychological therapies; Cognitive behavioural
therapy, public health approaches to mental
health and wellbeing and how we can aim to
improve the mental health of the general
population and/or lower risk of mental illness, by
considering social networks, social inequality,
and happiness
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
Learning Outcomes to be metAssessment Criteria to be coveredAssessment type Word count (approx. length)
All 1 to 4 All ACs under LO 1 to 4 Coursework 3000 words
Indicative Reading list
Cheshire, K., & Pilgrim, D. (2004). A Short Introduction to Clinical Psychology. SAGE Publishing.
Davey, G., Lake, N., & Whittington, A. (2015). Clinical Psychology (2nd Edition). Routledge.
Gross; Richard. (2020). Psychology: The Science of Mind and Behaviour 8th Edition. London: Taylor & Francis.
Kring, A., Johnson, S., Davison, G. & Neale, J. (2013). Abnormal Psychology (12th ed.). Hoboken, N.J. : Wiley.
Ramsden, P. (2013). Understanding Abnormal Psychology: Clinical and Biological Perspectives (1st ed.). SAGE Publications Ltd.
Websites
www.apa.org :The official website of the American Psychological Association /APA
www.bps.org.uk : The official website of the British Psychological Society /BPS
www.freud.org
SPECIFICATION | MAY 2024
INDIVIDUAL DIFFERENCES: INTELLIGENCE, PERSONALITY AND CRIMINOLOGY
Learning Outcome –
The learner will:
Assessment Criterion –
The learner can:
Indicative content
1.Understand the diagnosis and
classification of schizophrenia.
1.1Describe the process of defining normality and
abnormality.
1.2Evaluate biological explanations of
schizophrenias.
1.3Evaluate psychological explanations of
schizophrenias.
●Clinical characteristics of schizophrenia; issues
of reliability and validity in diagnosis
●Biological explanations of schizophrenia:
genetics and neural correlates, including the
dopamine hypothesis
●Psychological explanations of schizophrenia;
psychodynamic; cognitive. Sociocultural factors.
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
●
2.Understand therapies for
schizophrenia and the role of the
clinical psychologist.
2.1Evaluate approaches to therapy for
schizophrenia and their effectiveness
2.2Describe the role of clinical psychology as a
discipline
2.3Analyse research methods used within clinical
psychology.
●Antipsychotic medication; conventional
antipsychotics; atypical antipsychotics; ECT;
ethical issues; Cognitive behavioural therapy;
psychoanalysis;
●Practical role played by contemporary clinical
psychologists in society
3.Understand the diagnosis and
classification of depression.
3.1Explain how depression is classified.
3.2Evaluate biological and psychological
approaches to explaining depression .
●Clinical characteristics of major depressive
disorder; issues off reliability and validity on
diagnosis; cultural differences in the diagnosis of
depression; biological explanations of
depression; genetic and neurotransmitter
dysfunction; psychological explanations of
depression (mourning and melancholia);
psychodynamic; cognitive (Beck’s theory of
depression; learned helplessness;
hopelessness; sociocultural factors; life events
and depression; social network and social skills
4.Understand therapies for
depression.
4.1Explain approaches to therapies for depression
4.2Analyse the effectiveness of therapies used for
depression.
●Biological therapies; antidepressants; ECT.
Psychological therapies; Cognitive behavioural
therapy, public health approaches to mental
health and wellbeing and how we can aim to
improve the mental health of the general
population and/or lower risk of mental illness, by
considering social networks, social inequality,
and happiness
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
Learning Outcomes to be metAssessment Criteria to be coveredAssessment type Word count (approx. length)
All 1 to 4 All ACs under LO 1 to 4 Coursework 3000 words
Indicative Reading list
Cheshire, K., & Pilgrim, D. (2004). A Short Introduction to Clinical Psychology. SAGE Publishing.
Davey, G., Lake, N., & Whittington, A. (2015). Clinical Psychology (2nd Edition). Routledge.
Gross; Richard. (2020). Psychology: The Science of Mind and Behaviour 8th Edition. London: Taylor & Francis.
Kring, A., Johnson, S., Davison, G. & Neale, J. (2013). Abnormal Psychology (12th ed.). Hoboken, N.J. : Wiley.
Ramsden, P. (2013). Understanding Abnormal Psychology: Clinical and Biological Perspectives (1st ed.). SAGE Publications Ltd.
Websites
www.apa.org :The official website of the American Psychological Association /APA
www.bps.org.uk : The official website of the British Psychological Society /BPS
www.freud.org
SPECIFICATION | MAY 2024
INDIVIDUAL DIFFERENCES: INTELLIGENCE, PERSONALITY AND CRIMINOLOGY
20 credits • 100 GLH • 200 TQT
Unit Aims
This aim of this unit is to equip learners with the knowledge and understanding of “personality” and “intelligence.” Both concepts refer to broad, powerful attributes of humans that are believed to underlie cognition, motivation, and behaviour in many different settings. The links between personality and intelligence are important and their interest in determining whether certain personality types, or patterns are associated with effective (intelligent) behaviour in significant life contexts. The inclusion of criminological psychology clearly overlaps and complements cognitive psychology in its applications. As crime is a form of social deviancy there is also an overlap with the psychology of abnormality and personality disorder..
Learning Outcomes, Assessment Criteria and Indicative Content
Learning Outcome –
The learner will:
Assessment Criterion –
The learner can:
Indicative content
1.Understand how intelligence is
conceptualised
1.1Analyse the similarities and differences
between definitions of intelligence.
1.2Analyse the claim that IQ is a valid measure of
intelligence.
1.3Evaluate how hereditary and environmental
influences contribute to explaining intelligence.
●Defining intelligence
●Theories of intelligence; psychometric
theories; Spearman’s two factor theory; Burt
and Vernon’s hierarchical model. Thurstone’s
primary mental abilities; Guiford’ s structure of
intellect model
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
●Fluid and crystallised intelligence
●The information-processing approach
(Fishbein 1984)
●Gardner’s theory of multiple intelligences
●Intelligence testing; The Stanford-Binet Tests;
The Welschler tests; Army alpha and Beta
tests
●What do intelligence test measure?
●Explaining individual differences; hereditary or
environment?
●Genetic influences: studies of IQ stability;
family resemblance studies
●Twin studies (The Minnesota Study)
●Adoption studies
●Environmental influences
●Postnatal environmental influences
●The interaction between genetic and
environmental factors
●The race and IQ debate -the political and
racist nature of IQ tests (Richardson 1998)
2.Understand the classification of
theories of personality.
2.1Explain how theories of personality are
classified.
●Nomothetic versus idiographic approaches
●Allport’s Trait theory (1961)
●Traits versus situations
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
●The psychological situation (situationism)
●The psychometric approach (Factor analysis)
●Eysenck’s type theory
●Personality questionnaires
●The biological basis of personality
●Cattell’s trait theory -differences between
Cattell and Eysenck
●Single and multiple trait theories (Five Factor
Model/ Big Five)
●Kelly’s Personal Construct theory – Repertory
Grid
●Humanistic theories: Roger’s self-theory
●Psychodynamic theory Theories –
●Evaluation of Freuds theory
●Jung’s Analytical Psychology -structure of the
personality and levels of consciousness
3.Understand the concepts of
criminological psychology
3.1Describe the application of criminological
psychology.
3.2Evaluate theories of criminal behaviour and
predictors of long-term offending.
●Age and offending
●Predictors of long-term offending
●Crime and gender
●Women and crime
●Men and crime
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
●Theories of criminal behaviour; personality
and criminality
●Eysenck’s personality theory
●Longitudinal study of delinquency (Heaven
1996)
●Antisocial personality disorder- definition and
classification
●What causes APD?
●APD and the brain
4.Understand offender profiling4.1Explain offender profiling.
4.2Evaluate the application of profiling the
psychology of offenders.
4.3Analyse how situation crime prevention could
be achieved.
4.4Describe potential problems both practically
and ethical which may be encountered when
profiling offenders.
●Contributions of investigative Psychology
●Canter’s approach. profiling equations
●The treatment of offenders
●Situational crime prevention
●Punitive Prison regimes
●Treatment programmes
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be metAssessment Criteria to be coveredAssessment type Word count (approx. length)
LO1 All ACs under LO1 Coursework 1000 words
LO2 All ACs under LO2 Presentation Presentation and 500 words
LO3 and LO4 All ACs under LO3 and LO4 Coursework 1500 words
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
Indicative Reading list
Gross; Richard. (2020). Psychology: The Science of Mind and Behaviour 8th Edition. London: Taylor & Francis.
Hollin, C. R. (2013). Psychology and Crime. Taylor & Francis
Websites
www.apa.org :The official website of the American Psychological Association /APA
www.bps.org.uk : The official website of the British Psychological Society /BPS
www.freud.org
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
VISUAL PERCEPTION
Learning Outcome –
The learner will:
Assessment Criterion –
The learner can:
Indicative content
1.Understand how intelligence is
conceptualised
1.1Analyse the similarities and differences
between definitions of intelligence.
1.2Analyse the claim that IQ is a valid measure of
intelligence.
1.3Evaluate how hereditary and environmental
influences contribute to explaining intelligence.
●Defining intelligence
●Theories of intelligence; psychometric
theories; Spearman’s two factor theory; Burt
and Vernon’s hierarchical model. Thurstone’s
primary mental abilities; Guiford’ s structure of
intellect model
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
●Fluid and crystallised intelligence
●The information-processing approach
(Fishbein 1984)
●Gardner’s theory of multiple intelligences
●Intelligence testing; The Stanford-Binet Tests;
The Welschler tests; Army alpha and Beta
tests
●What do intelligence test measure?
●Explaining individual differences; hereditary or
environment?
●Genetic influences: studies of IQ stability;
family resemblance studies
●Twin studies (The Minnesota Study)
●Adoption studies
●Environmental influences
●Postnatal environmental influences
●The interaction between genetic and
environmental factors
●The race and IQ debate -the political and
racist nature of IQ tests (Richardson 1998)
2.Understand the classification of
theories of personality.
2.1Explain how theories of personality are
classified.
●Nomothetic versus idiographic approaches
●Allport’s Trait theory (1961)
●Traits versus situations
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
●The psychological situation (situationism)
●The psychometric approach (Factor analysis)
●Eysenck’s type theory
●Personality questionnaires
●The biological basis of personality
●Cattell’s trait theory -differences between
Cattell and Eysenck
●Single and multiple trait theories (Five Factor
Model/ Big Five)
●Kelly’s Personal Construct theory – Repertory
Grid
●Humanistic theories: Roger’s self-theory
●Psychodynamic theory Theories –
●Evaluation of Freuds theory
●Jung’s Analytical Psychology -structure of the
personality and levels of consciousness
3.Understand the concepts of
criminological psychology
3.1Describe the application of criminological
psychology.
3.2Evaluate theories of criminal behaviour and
predictors of long-term offending.
●Age and offending
●Predictors of long-term offending
●Crime and gender
●Women and crime
●Men and crime
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
●Theories of criminal behaviour; personality
and criminality
●Eysenck’s personality theory
●Longitudinal study of delinquency (Heaven
1996)
●Antisocial personality disorder- definition and
classification
●What causes APD?
●APD and the brain
4.Understand offender profiling4.1Explain offender profiling.
4.2Evaluate the application of profiling the
psychology of offenders.
4.3Analyse how situation crime prevention could
be achieved.
4.4Describe potential problems both practically
and ethical which may be encountered when
profiling offenders.
●Contributions of investigative Psychology
●Canter’s approach. profiling equations
●The treatment of offenders
●Situational crime prevention
●Punitive Prison regimes
●Treatment programmes
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be metAssessment Criteria to be coveredAssessment type Word count (approx. length)
LO1 All ACs under LO1 Coursework 1000 words
LO2 All ACs under LO2 Presentation Presentation and 500 words
LO3 and LO4 All ACs under LO3 and LO4 Coursework 1500 words
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
Indicative Reading list
Gross; Richard. (2020). Psychology: The Science of Mind and Behaviour 8th Edition. London: Taylor & Francis.
Hollin, C. R. (2013). Psychology and Crime. Taylor & Francis
Websites
www.apa.org :The official website of the American Psychological Association /APA
www.bps.org.uk : The official website of the British Psychological Society /BPS
www.freud.org
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
VISUAL PERCEPTION
20 credits • 100 GLH • 200 TQT
Unit Aims
This aim of this unit is to equip learners with the knowledge and understanding of visual perception and the main ways for us to gather information about the world around us and about ourselves. Thus, studying visual perception naturally leads on how cognition works. Visual perception will also provide knowledge on cerebral mechanisms of vision. The unit discusses different theoretical approaches to studying visual perception and introduces the most important concepts.
Learning Outcomes, Assessment Criteria and Indicative Content
Learning Outcome –
The learner will:
Assessment Criterion –
The learner can:
Indicative content
1.Understand the structure of the
visual system.
1.1Describe the key structure and function of the
visual system.
1.2Analyse the nature of visual information
processing.
●Structure and function of the visual system; the
eye; retina; visual pathways
●Blindness; damage to the visual cortex; damage
to the eye
●Visual information processing: sensory
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
adaptation and the processing of contrast and
colour and features.
●Sensory adaptation; contrast processing; colour
processing
2.Understand theories of visual
perception.
2.1Identify theories of visual perception.
2.2Analyse the application of theories of visual
perception.
●Theories of visual perception -constructivist
●Gregory’s theory (1972);
●The Gestalt approach
●Theories of visual perception – Direct approach
●Gibson’s ecological or direct theory (1979)
●Marrs’ computational model of perception (1982)
●Explanations of perceptual organisation; depth;
movement; constancies
3.Understand the development of
perceptual abilities.
3.1Describe the development of perceptual abilities.
3.2Analyse cross cultural studies of infant perceptual
development.
●The development of depth (distance) perception
●Infant studies – Gibson and Walk (1960) Turnbull
(1963)
●The development of visual constancies
●Infant studies Shape constancy Bower 1966)
Allport and Pettigrove (1957)
●Limitations of infant studies
●Limitations of cross-cultural studies
4.Understand visual perceptual
development in the debate of
nature v nurture.
4.1Explain the role of visual perceptual development
in the debate of nature v nurture.
4.2Analyse the nature v nurture debate as it relates
to visual perceptual development.
●Differentiation theory, Gibson and Gibson (1955)
Enrichment theory -Piaget (1954)
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
●Evidence for nurture: restricted experience;
perceptual deprivation
●Evidence for nature -animal studies, theories of
direct perception
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be metAssessment Criteria to be coveredAssessment type Word count (approx. length)
All 1 to 4 All ACs under LO 1 to 4 Coursework 3000 words
Indicative Reading list
Gregory, R. L. (2015). Eye and Brain: The Psychology of Seeing - Fifth Edition (Princeton Science Library Book 38) (5th ed.). Princeton University
Press.
Gross; Richard. (2020). Psychology: The Science of Mind and Behaviour 8th Edition. London: Taylor & Francis.
Websites
www.apa.org :The official website of the American Psychological Association /APA
www.bps.org.uk : The official website of the British Psychological Society /BPS
SPECIFICATION | MAY 2024
SOCIAL PSYCHOLOGY: PRO AND ANTI-SOCIAL BEHAVIOUR
Learning Outcome –
The learner will:
Assessment Criterion –
The learner can:
Indicative content
1.Understand the structure of the
visual system.
1.1Describe the key structure and function of the
visual system.
1.2Analyse the nature of visual information
processing.
●Structure and function of the visual system; the
eye; retina; visual pathways
●Blindness; damage to the visual cortex; damage
to the eye
●Visual information processing: sensory
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
adaptation and the processing of contrast and
colour and features.
●Sensory adaptation; contrast processing; colour
processing
2.Understand theories of visual
perception.
2.1Identify theories of visual perception.
2.2Analyse the application of theories of visual
perception.
●Theories of visual perception -constructivist
●Gregory’s theory (1972);
●The Gestalt approach
●Theories of visual perception – Direct approach
●Gibson’s ecological or direct theory (1979)
●Marrs’ computational model of perception (1982)
●Explanations of perceptual organisation; depth;
movement; constancies
3.Understand the development of
perceptual abilities.
3.1Describe the development of perceptual abilities.
3.2Analyse cross cultural studies of infant perceptual
development.
●The development of depth (distance) perception
●Infant studies – Gibson and Walk (1960) Turnbull
(1963)
●The development of visual constancies
●Infant studies Shape constancy Bower 1966)
Allport and Pettigrove (1957)
●Limitations of infant studies
●Limitations of cross-cultural studies
4.Understand visual perceptual
development in the debate of
nature v nurture.
4.1Explain the role of visual perceptual development
in the debate of nature v nurture.
4.2Analyse the nature v nurture debate as it relates
to visual perceptual development.
●Differentiation theory, Gibson and Gibson (1955)
Enrichment theory -Piaget (1954)
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
●Evidence for nurture: restricted experience;
perceptual deprivation
●Evidence for nature -animal studies, theories of
direct perception
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be metAssessment Criteria to be coveredAssessment type Word count (approx. length)
All 1 to 4 All ACs under LO 1 to 4 Coursework 3000 words
Indicative Reading list
Gregory, R. L. (2015). Eye and Brain: The Psychology of Seeing - Fifth Edition (Princeton Science Library Book 38) (5th ed.). Princeton University
Press.
Gross; Richard. (2020). Psychology: The Science of Mind and Behaviour 8th Edition. London: Taylor & Francis.
Websites
www.apa.org :The official website of the American Psychological Association /APA
www.bps.org.uk : The official website of the British Psychological Society /BPS
SPECIFICATION | MAY 2024
SOCIAL PSYCHOLOGY: PRO AND ANTI-SOCIAL BEHAVIOUR
20 credits • 100 GLH • 200 TQT
Unit Aims
This aim of this unit is to equip learners with the knowledge and understanding of social psychology and how it seeks to understand how people think, feel and act in relation to others and the world around them. As such, the topics of interest to social psychologist cover almost everything humans do, from personal choices to conflict and violence in society. Because social psychology is applicable to so many domains, it is also directly relevant to everyday life by learning about social psychology.
Learning Outcomes, Assessment Criteria and Indicative Content
Learning Outcome –
The learner will:
Assessment Criterion –
The learner can:
Indicative content
1.Understand aggression and
antisocial behaviour.
1.1Define:
●aggression
●antisocial behaviour
1.2Explain theories relating to aggression and
antisocial behaviour.
1.3Analyse the links between social psychology
and aggression and antisocial behaviour.
●Defining aggression
●Social learning theory Bandura and Walters
(1963)
●The importance of intention.
●Theories of aggression; Lorenz’s ethological
approach; evolutionary explanations; Freud’s
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
psychodynamic approach
●The frustration-aggression hypothesis (FAH)
Dollard (1939)
●The attributional perspective
●Aggressive cue theory (ACT)
2.Understand media influences
on antisocial behaviour.
2.1Identify examples where the media has
influenced antisocial behaviour.
2.2Analyse the impacts of media on anti-social
behaviour.
●The social learning theory approach to media
violence
●Social Learning theory and the effects of the
media
●How violence is perceived
●How does TV exert its effects?
●Organisational framework for understanding
media effects on cognitions, behaviours, and
emotions (Dunbow 2007)
●Deindividuation
●Terrorism and the internet
3.Understand research studies
relating to social psychological
theories of aggression.
3.1Identify research studies focussing on social
psychological theories of aggression.
3.2Evaluate research studies on aggressive
behaviours.
●The Bobo Doll studies – Bandura et al (1961)
●The Stanford Prison experiment Zimbardo (1973)
●The Baiting Crowd (Mann 1981)
●Strengths and limitations of the studies – Demand
characteristics
●Effects of environmental stressors on aggressive
behaviours
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
4.Understand human altruism
and bystander behaviour.
4.1Define:
●human altruism
●bystander behaviour
4.2Analyse the reasons behind ‘helping
behaviours.’
4.3Analyse explanations of how people behave
completely differently from the expected.
●The Empathy-altruism hypothesis
●The negative state relief hypothesis
●Bystander behaviour; The decision model (Latane
and Darley 1970) The Arousal : cost-reward
model Piliavin 1981)
●Cultural differences in prosocial behaviour – Sub
cultural differences; gender differences ; urban
rural differences; information overload theory
(Milgram 1970)
●Individualist versus collectivist societies
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be metAssessment Criteria to be coveredAssessment type Word count (approx. length)
All LO1 to LO3 All ACs under LO1 to LO3 Coursework 2500 words
LO4 All Acs under LO4 Presentation Presentation and 500 words
Indicative Reading list
Gross; Richard. (2020). Psychology: The Science of Mind and Behaviour 8th Edition. London: Taylor & Francis.
Websites
www.apa.org :The official website of the American Psychological Association /APA
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
www.bps.org.uk : The official website of the British Psychological Society /BPS
THE DIVERSITY OF ADDICTION
Learning Outcome –
The learner will:
Assessment Criterion –
The learner can:
Indicative content
1.Understand aggression and
antisocial behaviour.
1.1Define:
●aggression
●antisocial behaviour
1.2Explain theories relating to aggression and
antisocial behaviour.
1.3Analyse the links between social psychology
and aggression and antisocial behaviour.
●Defining aggression
●Social learning theory Bandura and Walters
(1963)
●The importance of intention.
●Theories of aggression; Lorenz’s ethological
approach; evolutionary explanations; Freud’s
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
psychodynamic approach
●The frustration-aggression hypothesis (FAH)
Dollard (1939)
●The attributional perspective
●Aggressive cue theory (ACT)
2.Understand media influences
on antisocial behaviour.
2.1Identify examples where the media has
influenced antisocial behaviour.
2.2Analyse the impacts of media on anti-social
behaviour.
●The social learning theory approach to media
violence
●Social Learning theory and the effects of the
media
●How violence is perceived
●How does TV exert its effects?
●Organisational framework for understanding
media effects on cognitions, behaviours, and
emotions (Dunbow 2007)
●Deindividuation
●Terrorism and the internet
3.Understand research studies
relating to social psychological
theories of aggression.
3.1Identify research studies focussing on social
psychological theories of aggression.
3.2Evaluate research studies on aggressive
behaviours.
●The Bobo Doll studies – Bandura et al (1961)
●The Stanford Prison experiment Zimbardo (1973)
●The Baiting Crowd (Mann 1981)
●Strengths and limitations of the studies – Demand
characteristics
●Effects of environmental stressors on aggressive
behaviours
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
4.Understand human altruism
and bystander behaviour.
4.1Define:
●human altruism
●bystander behaviour
4.2Analyse the reasons behind ‘helping
behaviours.’
4.3Analyse explanations of how people behave
completely differently from the expected.
●The Empathy-altruism hypothesis
●The negative state relief hypothesis
●Bystander behaviour; The decision model (Latane
and Darley 1970) The Arousal : cost-reward
model Piliavin 1981)
●Cultural differences in prosocial behaviour – Sub
cultural differences; gender differences ; urban
rural differences; information overload theory
(Milgram 1970)
●Individualist versus collectivist societies
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be metAssessment Criteria to be coveredAssessment type Word count (approx. length)
All LO1 to LO3 All ACs under LO1 to LO3 Coursework 2500 words
LO4 All Acs under LO4 Presentation Presentation and 500 words
Indicative Reading list
Gross; Richard. (2020). Psychology: The Science of Mind and Behaviour 8th Edition. London: Taylor & Francis.
Websites
www.apa.org :The official website of the American Psychological Association /APA
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
www.bps.org.uk : The official website of the British Psychological Society /BPS
THE DIVERSITY OF ADDICTION
20 credits • 100 GLH • 200 TQT
Unit Aims
SPECIFICATION | MAY 2024 WWW.OTHM.ORG.UK 57 OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY This aim of this unit is to equip learners with the knowledge and understanding of substance use and non-chemical addiction disorders which are complex conditions that affect the reward, reinforcement, motivation, and memory. They are categorised by impaired control over usage; social impairment, involving disruption to everyday activities. The processes that give rise to addictive behaviour resist a simplistic explanation. Genetic, Biological Social, Psychological and Environmental factors can all contribute to a person’s susceptibility to substance abuse.
Learning Outcomes, Assessment Criteria and Indicative Content
Learning Outcome –
The learner will:
Assessment Criterion –
The learner can:
Indicative content
1.Understand the concept of
addiction.
1.1Define addiction.
1.2Evaluate the usefulness of the concept of
addiction.
1.3Discuss how drugs are psychoactive
substances, and how they may be used
therapeutically or for pleasure.
1.4Explain which drugs are legal or illegal.
1.5Describe how drug usage and acceptance
changes overtime within the same society and
between societies.
●The concept of addiction (DSM manual- 5)
●Abuse and dependence (WHO classification of
International Diseases (ICD -11) (2018)
●The addicted Brain (Nestler and Malenka
2004)
●Drugs classification - stimulants, depressants,
hallucinogens; opiates
●The effects of drugs; alcohol; cocaine; opiates;
hallucinogens; cannabis.
2.Understand the explanations for
substance abuse and
dependence.
2.1Analyse the concept of addiction for being
oversimplified and for reflecting the disease
model.
2.2Evaluate scientific evidence to substantiate
theoretical arguments concerning the nature of
human addictive behaviour.
●The disease model of alcohol dependence and
evaluation.
●The brain disease Model of addiction (BDMA)
and evaluation
3.Understand the risk factors for
addiction.
3.1Explain the risk factors for addiction.
3.2Analyse risk factors affecting vulnerability to
addiction.
●The influence of socio-cultural factors on drug
use (family; peer physical environment;
broader cultural influences; environmental
availability; cultural influences; acculturation;
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
media and worldwide access to information
●Risk factors: stress (everyday stress and
traumatic stress) , peer influence (social
learning theory and social identity theory); age;
personality factors (neuroticism and
psychoticism) (Griffiths 2013)
●Tri-dimensional theory of addictive behaviour
(Cloinger 1987)
●Ethical issues in addiction research
4.Understand approaches to the
treatment of drug dependence.
4.1Describe approaches to the treatment of drug
dependence.
4.2Evaluate different psychological and biological
therapies used for chemical abuse and
dependence.
4.3Evaluate different psychological and biological
therapies for non-chemical abuse and
dependence.
●Aversion therapy, covert sensitisation and
imagined sensitisation.
●Contingency management; behavioural self-
control training
●Cognitive interventions; relapse prevention
training (cocaine abusers) cognitive behaviour
therapy (CBT)
●Relaxation and positive self-talk (smokers)
●Antidepressant drugs (with pathological
gamblers)
●Anti-anxiety drugs, such as diazepam as part
of detoxification with alcohol
●Nicotine gum and patches
●Brain stimulation for drug abuse
●Heroin substitutes such as methadone
●Drugs to dampen the reward response to
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
cocaine cravings
●Detoxification, conducted under medical
supervision, may be needed but is only the
first stage of treatment.
●Medications that reduce or counter use of illicit
substances are suitable for some individuals,
or medications may be used to target co-
occurring disorders such as anxiety and
depression.
●Motivational Interviewing, which is a short-term
counselling process to help a person resolve
ambivalence about treatment and find and
hold onto incentives for change.
●Cognitive Behaviour Therapy (CBT) can help a
person recognize and cope with situations that
trigger the desire to use substances.
●Group therapy and other peer-support
programs leverage the direct experience of
many to support individual recovery and
prevent the recurrence of substance use.
●Family therapy helps individuals repair any
damage done to family relationships and to
establish more supportive ones.
●Life skills training, including employability
skills, may be part of an individual's treatment
plan.
●Good treatment programs also feature the
regular monitoring of individual progress.
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be metAssessment Criteria to be coveredAssessment type Word count (approx. length)
All 1 to 4 All ACs under LO 1 to 4 Coursework 3000 words
Indicative Reading list
Davis, P., Patton, R., & Jackson, S. (2017). Addiction: Psychology and Treatment (BPS Textbooks in Psychology) (1st ed.). Wiley-Blackwell.
Gross; Richard. (2020). Psychology: The Science of Mind and Behaviour 8th Edition. London: Taylor & Francis.
Websites
www.apa.org :The official website of the American Psychological Association /APA
www.bps.org.uk : The official website of the British Psychological Society /BPS
SPECIFICATION | MAY 2024
CONTEMPORARY ISSUES AND DEBATES IN PSYCHOLOGY
Learning Outcome –
The learner will:
Assessment Criterion –
The learner can:
Indicative content
1.Understand the concept of
addiction.
1.1Define addiction.
1.2Evaluate the usefulness of the concept of
addiction.
1.3Discuss how drugs are psychoactive
substances, and how they may be used
therapeutically or for pleasure.
1.4Explain which drugs are legal or illegal.
1.5Describe how drug usage and acceptance
changes overtime within the same society and
between societies.
●The concept of addiction (DSM manual- 5)
●Abuse and dependence (WHO classification of
International Diseases (ICD -11) (2018)
●The addicted Brain (Nestler and Malenka
2004)
●Drugs classification - stimulants, depressants,
hallucinogens; opiates
●The effects of drugs; alcohol; cocaine; opiates;
hallucinogens; cannabis.
2.Understand the explanations for
substance abuse and
dependence.
2.1Analyse the concept of addiction for being
oversimplified and for reflecting the disease
model.
2.2Evaluate scientific evidence to substantiate
theoretical arguments concerning the nature of
human addictive behaviour.
●The disease model of alcohol dependence and
evaluation.
●The brain disease Model of addiction (BDMA)
and evaluation
3.Understand the risk factors for
addiction.
3.1Explain the risk factors for addiction.
3.2Analyse risk factors affecting vulnerability to
addiction.
●The influence of socio-cultural factors on drug
use (family; peer physical environment;
broader cultural influences; environmental
availability; cultural influences; acculturation;
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
media and worldwide access to information
●Risk factors: stress (everyday stress and
traumatic stress) , peer influence (social
learning theory and social identity theory); age;
personality factors (neuroticism and
psychoticism) (Griffiths 2013)
●Tri-dimensional theory of addictive behaviour
(Cloinger 1987)
●Ethical issues in addiction research
4.Understand approaches to the
treatment of drug dependence.
4.1Describe approaches to the treatment of drug
dependence.
4.2Evaluate different psychological and biological
therapies used for chemical abuse and
dependence.
4.3Evaluate different psychological and biological
therapies for non-chemical abuse and
dependence.
●Aversion therapy, covert sensitisation and
imagined sensitisation.
●Contingency management; behavioural self-
control training
●Cognitive interventions; relapse prevention
training (cocaine abusers) cognitive behaviour
therapy (CBT)
●Relaxation and positive self-talk (smokers)
●Antidepressant drugs (with pathological
gamblers)
●Anti-anxiety drugs, such as diazepam as part
of detoxification with alcohol
●Nicotine gum and patches
●Brain stimulation for drug abuse
●Heroin substitutes such as methadone
●Drugs to dampen the reward response to
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
cocaine cravings
●Detoxification, conducted under medical
supervision, may be needed but is only the
first stage of treatment.
●Medications that reduce or counter use of illicit
substances are suitable for some individuals,
or medications may be used to target co-
occurring disorders such as anxiety and
depression.
●Motivational Interviewing, which is a short-term
counselling process to help a person resolve
ambivalence about treatment and find and
hold onto incentives for change.
●Cognitive Behaviour Therapy (CBT) can help a
person recognize and cope with situations that
trigger the desire to use substances.
●Group therapy and other peer-support
programs leverage the direct experience of
many to support individual recovery and
prevent the recurrence of substance use.
●Family therapy helps individuals repair any
damage done to family relationships and to
establish more supportive ones.
●Life skills training, including employability
skills, may be part of an individual's treatment
plan.
●Good treatment programs also feature the
regular monitoring of individual progress.
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be metAssessment Criteria to be coveredAssessment type Word count (approx. length)
All 1 to 4 All ACs under LO 1 to 4 Coursework 3000 words
Indicative Reading list
Davis, P., Patton, R., & Jackson, S. (2017). Addiction: Psychology and Treatment (BPS Textbooks in Psychology) (1st ed.). Wiley-Blackwell.
Gross; Richard. (2020). Psychology: The Science of Mind and Behaviour 8th Edition. London: Taylor & Francis.
Websites
www.apa.org :The official website of the American Psychological Association /APA
www.bps.org.uk : The official website of the British Psychological Society /BPS
SPECIFICATION | MAY 2024
CONTEMPORARY ISSUES AND DEBATES IN PSYCHOLOGY
20 credits • 100 GLH • 200 TQT
Unit Aims
The aim of the unit is to provide learners with knowledge and understanding about current issues and debates in psychology. It will introduce learners to codes of conduct and ethical guidelines in psychology as well as the role psychologists play. Additionally, they will learn about biases in psychological research and debates within the field.
Learning Outcomes, Assessment Criteria, and Indicative Content
Learning Outcome –
The learner will:
Assessment Criterion –
The learner can:
Indicative content
1.Understand codes of conduct
and ethical guidelines.
1.1Identify codes of conduct and ethical
guidelines used in psychology.
1.2Assess the major functions of ethical
guidelines and policy for psychologists.
●Codes of conduct and ethical guidelines
●Major Professional bodies British Psychological
Society (BPS) and the American Psychological
Society (APA)
●psychologists as scientists and investigators -
Research with human participants
●Consent and informed consent; deception;
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
debriefing; protection of participants; protection
from harm
●Deception and informed consent
●Widening the ethical debate; the ethics of socially
sensitive research SSR.
●Socially meaningful research (social psychologists)
●Milgram (Key study)
●Protecting individuals versus benefitting society
●Research with non-human (animal) subjects
●The issue of animal suffering Guidelines for
psychologists working with animals (BPS 2007)
2.Understand the role of
psychologists.
2.1Describe the varied roles of psychologists.
2.2Analyse the requirement for psychologists to
have a totally objective approach.
2.3Analyse the ethical and moral values
psychologists must adhere to.
●Psychology as a value free science
●Therapists as value neutral; and non -directive
●The influence of the therapist (Wachtel 1977)
(Therapist influence in psychodynamic and
behavioural therapy)
●freedom and behavioural control
●power imbalances
3.Understand bias in
psychological research and
theory.
3.1Explain bias in psychological research and
theory.
3.2Analyse how researchers could be prone to
certain biases when making inferences.
●Gender bias: feminist psychology, sexism and
androcentrism; The feminist critique of science;
some practical consequences of gender bias
●The masculinist bias and sexism
●Example of gender bias at each stage of the
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
research process
●Cross cultural Psychology and ethnocentrism
●Cross cultural research
4.Understand the contribution of
debates to the field of
psychology.
4.1Evaluate the importance of debates within the
field of psychology.
4.2Analyse the key features of one major debate
in psychology.
4.3Identify evidence to support each side of the
debate.
4.4Evaluate the methods used by each position
within the debate.
●Debates: discuss a topic, usually presenting both
sides of the argument ie Free will versus
determinism, Reductionism versus holism, Nature
versus nurture, Psychology as a Science, Animal
research
●Key features
●Strengths and Weaknesses
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be metAssessment Criteria to be coveredAssessment type Word count (approx. length)
All 1 to 4 All ACs under LO 1 to 4 Coursework 3000 words
Indicative Reading list
Fairholm, I. (2012). Issues, Debates and Approaches in Psychology. Palgrave Macmillan.
Gross; Richard. (2020). Psychology: The Science of Mind and Behaviour 8th Edition. London: Taylor & Francis.
Rolls, G. (2019). Classic Case Studies in Psychology: Fourth Edition (4th ed.). Routledge.
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
Websites
www.apa.org :The official website of the American Psychological Association /APA
www.bps.org.uk : The official website of the British Psychological Society /BPS
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
IMPORTANT NOTE
Whilst we make every effort to keep the information contained in programme specification up to
date, some changes to procedures, regulations, fees matter, timetables, etc may occur during the
course of your studies. You should, therefore, recognise that this booklet serves only as a useful
guide to your learning experience. For updated information please visit our website
www.othm.org.uk
SPECIFICATION | MAY 2024
Learning Outcome –
The learner will:
Assessment Criterion –
The learner can:
Indicative content
1.Understand codes of conduct
and ethical guidelines.
1.1Identify codes of conduct and ethical
guidelines used in psychology.
1.2Assess the major functions of ethical
guidelines and policy for psychologists.
●Codes of conduct and ethical guidelines
●Major Professional bodies British Psychological
Society (BPS) and the American Psychological
Society (APA)
●psychologists as scientists and investigators -
Research with human participants
●Consent and informed consent; deception;
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
debriefing; protection of participants; protection
from harm
●Deception and informed consent
●Widening the ethical debate; the ethics of socially
sensitive research SSR.
●Socially meaningful research (social psychologists)
●Milgram (Key study)
●Protecting individuals versus benefitting society
●Research with non-human (animal) subjects
●The issue of animal suffering Guidelines for
psychologists working with animals (BPS 2007)
2.Understand the role of
psychologists.
2.1Describe the varied roles of psychologists.
2.2Analyse the requirement for psychologists to
have a totally objective approach.
2.3Analyse the ethical and moral values
psychologists must adhere to.
●Psychology as a value free science
●Therapists as value neutral; and non -directive
●The influence of the therapist (Wachtel 1977)
(Therapist influence in psychodynamic and
behavioural therapy)
●freedom and behavioural control
●power imbalances
3.Understand bias in
psychological research and
theory.
3.1Explain bias in psychological research and
theory.
3.2Analyse how researchers could be prone to
certain biases when making inferences.
●Gender bias: feminist psychology, sexism and
androcentrism; The feminist critique of science;
some practical consequences of gender bias
●The masculinist bias and sexism
●Example of gender bias at each stage of the
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
research process
●Cross cultural Psychology and ethnocentrism
●Cross cultural research
4.Understand the contribution of
debates to the field of
psychology.
4.1Evaluate the importance of debates within the
field of psychology.
4.2Analyse the key features of one major debate
in psychology.
4.3Identify evidence to support each side of the
debate.
4.4Evaluate the methods used by each position
within the debate.
●Debates: discuss a topic, usually presenting both
sides of the argument ie Free will versus
determinism, Reductionism versus holism, Nature
versus nurture, Psychology as a Science, Animal
research
●Key features
●Strengths and Weaknesses
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be metAssessment Criteria to be coveredAssessment type Word count (approx. length)
All 1 to 4 All ACs under LO 1 to 4 Coursework 3000 words
Indicative Reading list
Fairholm, I. (2012). Issues, Debates and Approaches in Psychology. Palgrave Macmillan.
Gross; Richard. (2020). Psychology: The Science of Mind and Behaviour 8th Edition. London: Taylor & Francis.
Rolls, G. (2019). Classic Case Studies in Psychology: Fourth Edition (4th ed.). Routledge.
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
Websites
www.apa.org :The official website of the American Psychological Association /APA
www.bps.org.uk : The official website of the British Psychological Society /BPS
SPECIFICATION | MAY 2024
OTHM LEVEL 5 EXTENDED DIPLOMA IN PSYCHOLOGY
IMPORTANT NOTE
Whilst we make every effort to keep the information contained in programme specification up to
date, some changes to procedures, regulations, fees matter, timetables, etc may occur during the
course of your studies. You should, therefore, recognise that this booklet serves only as a useful
guide to your learning experience. For updated information please visit our website
www.othm.org.uk
SPECIFICATION | MAY 2024
20 credits • 100 GLH • 200 TQT