1. Newstead, Simon., Young, Hayley., Benton, David., Jiga-Boy, Gabriela., Andrade Sienz, Maria L.., Clement, R. M.. & Boy, Frédéric. (2018). Acute and repetitive fronto-cerebellar tDCS stimulation improves mood in non-depressed participants. Experimental Brain Research 236(1), 83-97.

   https://cronfa.swan.ac.uk/Record/cronfa51320 doi:10.1007/s00221-017-5109-y
2. Austin, Adelaide., Jiga-Boy, Gabriela M.., Rea, Sara., Newstead, Simon A.., Roderick, Sian., Davis, Nick J.., Clement, R. Marc. & Boy, Frédéric. (in press). Prefrontal Electrical Stimulation in Non-depressed Reduces Levels of Reported Negative Affects from Daily Stressors. Frontiers in Psychology 7

   https://cronfa.swan.ac.uk/Record/cronfa31166
3. Tapper, Katy., Jiga-Boy, Gabriela M.., Maio, Gregory R.., Haddock, Geoffrey. & Lewis, Michael. (2014). Development and Preliminary Evaluation of an Internet-Based Healthy Eating Program: Randomized Controlled Trial. Journal of Medical Internet Research 16(10), e231

   https://cronfa.swan.ac.uk/Record/cronfa18323 doi:10.2196/jmir.3534
4. Tapper, Katy., Baker, Louise., Jiga-Boy, Gabriela M.., Haddock, Geoffrey. & Maio, Gregory R.. (in press). Sensitivity to reward and punishment: Associations with diet, alcohol consumption, and smoking. Personality and Individual Differences 72

   https://cronfa.swan.ac.uk/Record/cronfa18322
5. Jiga-Boy, G., Toma, C. & Corneille, O. (2014). Work More, Then Feel More: The Influence of Effort on Affective Predictions. PLoS ONE 9(7), e101512

   https://cronfa.swan.ac.uk/Record/cronfa18064 doi:10.1371/journal.pone.0101512

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• PS-M80 Generic Research Skills - Research Methods in Psychology

  This module will give students the foundation research methods skills necessary to understand, design and execute research in psychology, and to interpret and report research results. The approach is a focus on research practices that improve transparency and reproducibility. The skills developed in this module include: generating research hypotheses, causal inference, internal and external validity, construct validity, survey methods and questionnaire design, experimental setting and web-based data collection, ethics and fraud, statistical power and research reproducibility, systematic review of the literature, meta-analysis, writing research reports and communication skills (e.g., conference presentations, poster design), single-case methods, and service evaluation/audit. The module comprises of 2-hour weekly lectures. The module will assess how students apply these skills in critical analyses and a research proposal containing the rationale and the methods sections for the students¿ MSc dissertation. By the end of the module, students will have acquired knowledge of the journey from a research idea to data collection, presentation of findings, and journal submission. Students will be asked to read the content provided for personal work and to reflect on the range of research methods. Finally, the role of teamwork and collaborative work in research will be discussed. Instruction will be carried out through seminars, practical exercises, assignments, and discussions.

• PS-M81 Generic Research Skills - Cognitive Neuroscience

  This module will give students the foundation skills necessary to understand, design and execute research in psychology, and to interpret and report research results. The approach is a focus on research practices that improve transparency and reproducibility. The skills developed in this module include: generating research hypotheses, causal inference, internal and external validity, construct validity, survey methods and questionnaire design, experimental setting and web-based data collection, ethics and fraud, statistical power and research reproducibility, systematic review of the literature, meta-analysis. The module comprises of 2-hour weekly lectures. The module will assess how students apply these skills in critical analyses and a research proposal containing the rationale and the methods sections for the students¿ MSc dissertation.

• PS-M82 Generic Research Skills - Abnormal and Clinical Psychology

  This module will give students the foundation skills necessary to understand, design and execute research in psychology, and to interpret and report research results. The approach is a focus on research practices that improve transparency and reproducibility. The skills developed in this module include: generating research hypotheses, causal inference, internal and external validity, construct validity, survey methods and questionnaire design, experimental setting and web-based data collection, ethics and fraud, statistical power and research reproducibility, systematic review of the literature, meta-analysis. The module comprises of 2-hour weekly lectures. The module will assess how students apply these skills in critical analyses and a research proposal containing the rationale and the methods sections for the students¿ MSc dissertation.

• PSY214 From Individuals to Society

  This module explores major theories and empirical issue in the areas of social psychology and individual differences. It focuses on the study of how individuals differ from each other (such as personality traits) and how individual and social factors affect behaviour (such as ethnocentrism, group performance and pro-social behaviour). Classical and contemporary theory and research relevant to a range of social psychological and individual difference issues are explored such as group behaviour, attitudes, and personality. Social psychology content is structured under the broad thematic umbrellas of intra-personal (individual-level) and inter-personal (group-level) processes. In exploring individual differences, the module looks at issues such as behavioural genetics, personality and intelligence. In examining the person in the social context, the module also explores individual motivation in the form of emotions and its function. The module addresses key questions such as `How do attitudes influence our behaviour?¿, `What is the contribution of nature vs. nurture to individual differences?¿, and `When are negative emotions beneficial?¿

• PSY319 Final Year Independent Research Project

  Students conduct an independent research project under the supervision of a member of staff. The research topic is decided in conjunction with supervisors and Research topics. Students must obtain ethical approval, design, conduct, analyse and write up a piece of research in order to achieve Graduate Basis for Chartership with the British Psychological Society (BPS).

• PSY324 From Individuals to Society

  This module explores major theories and empirical issue in the areas of social psychology and individual differences. It focuses on the study of how individuals differ from each other (such as personality traits) and how individual and social factors affect behaviour (such as ethnocentrism, group performance and pro-social behaviour). Classical and contemporary theory and research relevant to a range of social psychological and individual difference issues are explored such as group behaviour, attitudes and personality. Social psychology content is structured under the broad thematic umbrellas of intra-personal (individual-level) and inter-personal (group-level) processes. In exploring individual differences, the module looks at issues such as behavioural genetics, personality and intelligence. In examining the person in the social context, the module also explores individual motivation in the form of emotion and its function. The module addresses key questions such as `How do attitudes influence our behaviour?¿, `What is the contribution of nature vs. nurture to individual differences?¿, and `When are negative emotions beneficial?¿

• PSY354 Behaviour Change: Health, Organisations and Advertising

  In recent years, commercial (businesses, advertising companies) and public sector organizations (healthcare providers, governments) have embraced various psychological techniques known as `behavioural insights¿ to implement behaviour change at various levels. But what makes behaviour change effective? How easy or hard is it to change behaviour within a population or an organization? And how does media portray causes of good and bad behaviour and solutions to change what needs to be changed? This class will discuss how theories of behaviour change have evolved: what differentiates models that have stood the test of empirical evidence and those that were `out-data-ed¿. It will examine what it means to achieve effective behaviour change in the domains of public health, organizational culture change, and consumer behaviour (advertising). The class will include practical exercises and case studies on how to design effective behaviour change interventions regarding public health issues or behaviour change interventions in the organizational domain.

• Decisions, Decisions, Decisions; why do otherwise law-abiding cittizens violate the 70-mph motorway speed limit? And what role does emotion play in the decision-making process? (current)

  Student name: Simon Hughes

  MPhil

  Other supervisor: Dr Charles Musselwhite

• Mindful Future Thinking: how mindfulness affects emotions and behaviours linked to thinking about the future (current)

  Student name: Holly Wilcockson

  PhD

  Other supervisor: Prof Paul Bennett

• Stress regulation decomposed: A mechanistic approach to understand physiological and emotional regulation of stress to improve well-being«br /» (current)

  Student name: Alessandro Sparacio

  PhD

  Other supervisor: Dr Irene Reppa