THE SELF AND RELATIONSHIPS - 2026/7

Module Overview

This module focuses on the interplay between the self - people's cognitions, emotions, and motivations relating to themselves - and interpersonal relationships in adulthood. Self-related constructs and processes permeate the way that we think, feel, and behave in social interactions and ongoing relationships. At the same time, our experiences with other people, especially close others, affect the way we feel about ourselves in the short-term and feed into the way we view ourselves in the long-term. There are also notable individual differences in both effects. These reciprocal processes underlie much of everyday social experience and wellbeing, and can help us to understand our own relationships and feelings, as well as inform applications in therapeutic and organisational settings. In this module, we will discuss theory and research addressing different ways that the self and relationships are interdependent and attempt to synthesise the literature to achieve a more holistic understanding of the issues.

Module provider

Psychology

Module Leader

HEPPER Erica (Psychology)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 7

Module cap (Maximum number of students): 5

Module Availability

Semester 1

Prerequisites / Co-requisites

None

Module content

Indicative key topics may include:

• Need to belong, relationships and health, major theories of relationships


• The self-concept (including sociometer theory)


• Attachment theory, the self-concept and relationships


• Self-regulation in interpersonal context


• Self-esteem and attraction/relationships


• Self-relevant emotions


• Narcissism and relationships


• Contingencies of self-worth


• Self-expansion and inclusion of other in the self


• The role of culture


• Applying theory and research to relationship case studies


• Integration: How do the self and relationships influence each other?

Some of these topics focus on how the self impacts interpersonal processes, and others focus on how relationships impact the self; but throughout we will consider reciprocal and bidirectional processes. The order and specificity of the topics above is flexible. Each week we will discuss and evaluate the contribution and potential applications of the topic at hand.

Assessment pattern

Alternative Assessment

Students with approved ECs for the topic proposal will be given alternative ways to engage with formative feedback. 

Reasonable adjustments to assignments are made on a case by case basis - please contact the module convenor to discuss as soon as possible and before you start the assignment.

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate each of the learning outcomes and develop their skills in different styles of communicating about science.

Thus, the assessment for this module consists of:

Formative Assessment: Topic proposal 

Each student will be asked to develop and propose a novel research question that involves integrating key theories/topics covered in class, which will form the basis of their summative Literature Review coursework. To help scaffold students to develop their research question and provide formative feedback on its feasibility and scope, students will produce a short topic proposal and receive formative feedback. 

Summative Assessment: Literature Review Coursework

Each student's literature review will propose a novel research question taking into account formative feedback provided. The coursework should review and critique the current state of the literature in order to identify an important next step for research (i.e., approximating the first section of a research proposal or a dissertation introduction). The main body of the review should for example (a) set the context for why the topic is important, (b) provide the theoretical background and summarise the literature, (c) critique the literature, (d) describe a specific question for future research, and (e) suggest possible methods for testing the research question.

After the main body, students will write a lay summary of the project that a non-academic member of the public can understand. 

Alongside their submission, students will evidence and reflect on the process of developing the assessment. 

Formative assessment and feedback

Formative feedback will be provided on the student's topic proposal. We will also discuss the assessments in class and give students the opportunity for peer feedback on their ideas and processes. 

Justification for Assessment Methods

Literature reviews will assess Learning Outcomes 1, 2, 3, 4, 5 and 6. The format is very similar to the dissertation introduction, providing students with an opportunity to practise this type of writing and receive feedback before they write their dissertation. It also reflects a common part of postgraduate courses, academic professional work and research careers so it prepares them for securing and succeeding in postgraduate training or academic jobs, enhancing their employability.

The Topic Proposal will give students the opportunity to develop and receive feedback on Learning Outcomes 1, 2 and 4. The feedback will facilitate assessment of Learning Outcome 6.

Module aims

• Discuss and evaluate different theoretical perspectives on the interplay between the self and interpersonal relationships in diverse contexts
• Highlight the range of research methods used in this area (e.g., experiments, longitudinal studies, experience-sampling) which may be useful in research related careers
• Consider how knowledge of the self can inform applications in relational settings (e.g., relationship satisfaction, couples therapy) and how knowledge of relationships can inform applications in individual settings (e.g., motivation, self-efficacy)
• Develop students' confidence in discussing theory and research with each other and communicating to others about this area of psychology
• Gain insight that can be applied to students' own self and relationships
• Develop students' skills in identifying and communicating novel research ideas

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to engage students with learning about the state of the field as well as equipping them to contribute to the field themselves. Therefore, it includes a combination of lecture and discussion.  It is essential that all students read the core reading before class each week to enable them to contribute. This will help to develop students' employability skills as well as their resourcefulness and resilience by learning to prepare appropriately.

The learning and teaching methods across 11 weekly class sessions will include:

• Beginning and ending weeks: Lecture and interactive discussion
• Weeks 3-8 (approx.): Discussion and formative feedback on essential reading; lecture focusing on recent evidence; discussion of key questions
• Preparation for assessments: partial sessions in appropriately timed weeks to discuss effective literature reviews and lay summaries

In addition, formative feedback will be available from module convenor on understanding and  literature review progress in relevant class time.

Dedicated SurreyLearn page including space to discuss readings.

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: PSYM161

Other information

Surrey's Curriculum Framework is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability and Resourcefulness and Resilience. This module is designed to allow students to develop knowledge, skills and capabilities in the following areas:

Resourcefulness and resilience:

Students will be encouraged to prepare professionally for each class and manage their time, developing their resourcefulness. They actively engage with in-class discussions and are encouraged to ask questions and think critically. This gives an opportunity to develop their confidence discussing issues in small groups and sharing with the class. 

Global and cultural capabilities:

The module will include discussion of theory and research concerning cultural influences on key topics, as well as diverse types of relationships. Students are encouraged to share experiences and knowledge from their own cultures and backgrounds, and to respect and value differences in experience.

Digital Capabilities:

Students will improve their expertise in literature search tools.  Students have access to AI tools through the My AI Surrey platform to enhance their learning. If students use AI to support their assessment they will be encouraged to reflect critically on the value and limitations of AI for these purposes.

Employability:

Students will develop key communication skills that are important in graduate employment or postgraduate study: writing academic research proposals, discussing scientific issues with peers and lecturers, and communicating in lay accessible language. Students will also increase their familiarity with more advanced research methods which will be useful for those entering research-related jobs.

Programmes this module appears in

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2026/7 academic year.