PY2BCH-Behaviour Change

Module Provider: Psychology
Number of credits: 20 [10 ECTS credits]
Level:5
Terms in which taught: Spring term module
Pre-requisites: PY1IPR Introduction to Psychological Research
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2023/4

Module Convenor: Dr Daniel Lamport
Email: daniel.lamport@reading.ac.uk

Type of module:

Summary module description:

This module explores different approaches to understanding why, when, and how behaviour change does or does not occur. Students will examine how theories and models from different disciplines (e.g., health, clinical, educational, sports science, behavioural economics, etc.) can be used in the implementation and evaluation of behaviour change interventions. This module also evaluates research methods relevant to behaviour change. 

Aims:

This module aims to introduce the principles of behaviour change. Students will learn the basic principles of research methods used to inform the development, implementation, and evaluation of interventions. This module also demonstrates how to apply evidence-based frameworks to a wide range of practical problems. 

Assessable learning outcomes:

By the end of this module, students will be able to: 

• Describe and critically evaluate key theories and models of behaviour change and understand the impact of individual differences in behavioural outcomes.  


• Understand the use of behaviour change interventions in different disciplines and applications including health, policy, digital technologies.  


• Critically assess the value of research in the development, implementation, and evaluation of behaviour change interventions. 

Additional outcomes:

The varied application of behaviour change content provides a solid grounding for students to apply theory and practice into different career avenues including marketing, policy, user testing, and various health professions. 

Students will gain a range of skills that can enhance employability, including professionalism, ethical sensitivity, commercial awareness. The assessment method enables students to develop career-relevant competencies such as written and oral communications, work-based problem-solving, and team work.  

Outline content:

• This module covers key theories and models of behaviour change including Michie’s Behaviour Change Wheel, social cognition models, learning theories, and implementation intentions alongside. 


• The topics will focus on the design, implementation and evaluation of behaviour change interventions using frameworks including behaviour change taxonomy and intervention mapping.  


• The application of behaviour change interventions will be discussed within the context of health and clinical care; education and development; consumer behaviour, and digital technology. 


• The practice and implementation of behaviour change will also be discussed within public policy and local community/government initiatives. 

Global context:

This module will consider the global context of the research and its approaches, with an aim to improve students’ understanding of how behaviour change can be context-bound.  Internationally-relevant examples will be used to illustrate the similarities and differences of research on behaviour change internationally. 

Brief description of teaching and learning methods:

• Seminars (10 x 2 hours) 


• Tutorials (feedback/feedforward on poster) 


• Guided independent study (recommended reading provided) 

Contact Hours:

NB: The contact hours in the table below are indicative of the contact hours for students studying this module in the UK, and may vary for students taking this module at branch campuses.

Contact hours:

	Autumn	Spring	Summer
Lectures		20
Project Supervision		6
Guided independent study:
Wider reading (independent)		60
Wider reading (directed)		30
Advance preparation for classes		4
Preparation for tutorials		20
Preparation for presentations		20
Group study tasks		20
Essay preparation		20
Total hours by term	0	200	0
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	40
Oral assessment and presentation	60

Summative assessment- Examinations:

This module is assessed via 100% coursework. 

Summative assessment- Coursework and in-class tests:

Students will produce a written poster and deliver a poster presentation (60%) and complete a 1500-word essay (40%). 

Formative assessment methods:

Students will be provided with verbal and/or written feedback on a draft submission of their poster, and will be able to draw on this feedback in order to improve their final submission. 

Penalties for late submission:

The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:

A mark of 40% overall.

Reassessment arrangements:

Re-assessment is by re-assessment of failed summative assessment(s).

Additional Costs (specified where applicable):

Last updated: 30 March 2023