1. Social and Cultural Psychology and Psychology of Human Development
2. Understand the types of self in social aspects and various applications of social cultural psychology.
3. Understand human development in psychology.
4. Understand the relationship between human development and culture.

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• Hofstede, G. (2001). Culture's consequences: Comparing values, behaviours, institutions, and organisations across nations (2nd ed.). Sage.
• Holzer, H. J., & Neumark, D. (2000). Assessing affirmative action. Journal of Economic Literature, 38(3), 483-568.
• Hong, Y. Y., Morris, M. W., Chiu, C. Y., & Benet-Martínez, V. (2000). Multicultural minds: A dynamic constructivist approach to culture and cognition. American Psychologist, 55(7), 709-720.
• Hood, R. W., Hill, P. C., & Spilka, B. (2009). The psychology of religion: An empirical approach. New York: Guilford Press.
• Hughes, F. (2006). An introduction to sociology. Cambridge University Press.
• Kelley, H. H. (1973). The processes of causal attribution. American Psychologist, 28(2), 107-128.
• Kim, Y. Y., & Markus, H. R. (1999). Deviance or uniqueness, harmony or conformity? A cultural analysis. Journal of Personality and Social Psychology, 77(4), 785-800.
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• Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological review, 98(2), 224-253.
• Markus, H. R., & Kitayama, S. (1994). The cultural construction of self and emotion: Implications for social behaviour. In S. Kitayama & H. R. Markus (Eds.), Emotion and culture: Empirical studies of mutual influence (pp. 89-130). American Psychological Association.
• Masuda, T., & Nisbett, R. E. (2001). Attending holistically versus analytically: Comparing the context sensitivity of Japanese and Americans. Journal of Personality and Social Psychology, 81(5), 922-934.
• Matlin, M. W. (2009). Cognition. John Wiley & Sons.
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• Mesquita, B., & Albert, D. (2007). The cultural regulation of emotions. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 486-503). Guilford Press.
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• Nisbett, R. E. (2003). The geography of thought: How Asians and Westerners think differently... and why. Free Press.
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ENTRY REQUIREMENTS:

To enroll this program, learners must possess one of the criteria below:

• A Bachelor’s qualification in Majors from accredited universities;
• Or a Level 6 EQF diploma or equivalent. Level 6 Diploma must be from organizations that are authorized to issue qualifications and have been accredited.

ENGLISH REQUIREMENTS:

If a learner is not from a predominantly English-speaking country, proof of English language proficiency must be provided.

• Common European Framework of Reference (CEFR) level B2 or equivalent;
• Or A minimum TOEFL score of 101 or IELTS 6.5; Reading and Writing must be at 6.5 or equivalent.

Please note: SIMI Swiss, PsySchool Switzerland reserve the right to make admissions decisions based on the requirements of recognized agencies and the global quotas of the program.

Aligned with the program's professional competency framework, students not only follow the official curriculum but also gain access to applied lectures designed to enhance their skills. These lectures enable students to build expertise, leading to a specialist certification upon successfully completing a 30-minute assessment.

After completing the Social and Cultural Psychology and Psychology of Human Development course, students can take a test on SIMI Swiss's exclusive platform to obtain the Level 7 Certified in Social and Cultural Psychology and Psychology of Human Development in digital format. An optional hard copy certificate is also available upon request.

LEVEL 7 CERTIFIED IN SOCIAL AND CULTURAL PSYCHOLOGY AND PSYCHOLOGY OF HUMAN DEVELOPMENT WILL HELP YOU DEMONSTRATE THE FOLLOWING COMPETENCIES:

Competency 1: Understanding How Society Develops, Thinks, and Represents Ideas

• Analyze the relationship between the mind, society, and culture.
• Trace the emergence of social issues and their impact based on the principles of social and cultural psychology.

Competency 2: Understanding Types of Self in Social Contexts and Applications of Social Cultural Psychology

• Evaluate various types of self and social identities in society.
• Define key concepts such as cognition and culture, social representations, attitudes and attributions, language and communication, social influence, beliefs, and inter-group relations.

Competency 3: Understanding Human Development in Psychology

• Assess human development, particularly during childhood and adolescence.
• Evaluate different aspects of development and identify barriers that may hinder development.

Competency 4: Understanding the Relationship Between Human Development and Culture

• Assess the impact of culture on individual growth, incorporating a cross-cultural perspective.
• Identify developmental problems by applying theoretical knowledge.

Students can transfer credits and tuition fees when enrolling in the Master of Psychology program at SIMI Swiss.

The Swiss Information and Management Institute (SIMI Swiss), Swiss PsySchool along with our Partner Universities, Academic Partners, Local Supporting Partners, and Qualification Awarding Bodies (collectively referred to as the 'Parties' or 'We'), hereby state and affirm that:

• The Parties expressly disclaim any guarantee of acceptance of a degree by a third party. The acceptance or rejection of a degree is contingent upon the discretion of the receiving entity.
• The Parties explicitly disavow any guarantee pertaining to salary increments, promotions, new employment opportunities, or employment acceptance subsequent to graduation.
• Although there exist regulations concerning cross-recognition and equivalence of qualifications, it is important to note that each country, organization, and entity retains the right to acknowledge and recognize its own degrees. The Parties do not assure automatic recognition of degrees during the diploma and certificate usage process, including the issuing of transcripts, by any of our members. Furthermore, the Parties do not assure or endorse the process of recognizing equivalent qualifications (if applicable).
• The Parties do not assure or commit to facilitating opportunities for immigration, employment abroad, acquisition of work permits, teaching permits, or professional licenses in the UK, Europe, or any other country.
• While the Parties extend maximum support, they do not guarantee 100% approval of student visas (in the case of full-time study) or Schengen visas (for attendance at the graduation ceremony in Europe) if learners do not meet the requirements of the host country and the competent authority responsible for immigration, relocation, and settlement in other countries.