Introduction to Psychology as a Discipline and Profession, 7.5 credits

Main field of study

Course level

Advancement level

Course offered for

• Psychologist Programme

Entry requirements

General entry requirements for undergraduate studies
and
Social Studies and Mathematics  corresponding to the level in Swedish upper secondary education (Samhällskunskap 1b or 1a1 and 1a2 and Matematik 2a/2b/2c or Matematik B)

Intended learning outcomes

On completion of the course, the student should, at a basic
level, be able to
- account for psychology and its emergence as a science and
a subject area,
- account for the width, demarcation, contents and
professional ethical problems of the psychologist profession,
- work according to the principles of problem-based learning
(PBL),
- apply elementary group psychological concepts and
theories in the own tutorial group work,
- identify information needs, use relevant search tools and
critically review search results.

Course content

The course is an introduction to psychology as a science and
a subject area. It also includes an orientation in the
psychologist profession. The course focuses heavily on that
the students should understand and apply problem-based
learning, and be able to see their own role and the other
group participants' roles in the group. The course also
provides conditions for meeting information needs via
available search tools. An orientation in the aims, contents
and working methods in the Psychologist Programme is also
given in the course.

Teaching and working methods

The course contents will be introduced via lectures, seminars,
exercises and written assignments. A large part of the course is
devoted to tutorial group work. In addition to this, the students
should study independently, individually and/or in groups.

Examination

Examination, compulsory exercises and written assignments, as
well as active participation in the tutorial group work.

If special circumstances prevail, and if it is possible with consideration of the nature of the compulsory component, the examiner may decide to replace the compulsory component with another equivalent component.

If the LiU coordinator for students with disabilities has granted a student the right to an adapted examination for a written examination in an examination hall, the student has the right to it.

If the coordinator has recommended for the student an adapted examination or alternative form of examination, the examiner may grant this if the examiner assesses that it is possible, based on consideration of the course objectives.

An examiner may also decide that an adapted examination or alternative form of examination if the examiner assessed that special circumstances prevail, and the examiner assesses that it is possible while maintaining the objectives of the course.

Students failing an exam covering either the entire course or part of the course twice are entitled to have a new examiner appointed for the reexamination.

Students who have passed an examination may not retake it in order to improve their grades.

Grades

Other information

Planning and implementation of a course must take its starting point in the wording of the syllabus. The course evaluation included in each course must therefore take up the question how well the course agrees with the syllabus. The course is carried out in such a way that both men´s and women´s experience and knowledge is made visible and developed.

Planning and implementation of a course must take its starting point in the wording of the syllabus. The course evaluation included in each course must therefore take up the question how well the course agrees with the syllabus. 

The course is carried out in such a way that both men´s and women´s experience and knowledge is made visible and developed.

If special circumstances prevail, the vice-chancellor may in a special decision specify the preconditions for temporary deviations from this course syllabus, and delegate the right to take such decisions.

Department