University of the West of England
MODULE SPECIFICATION
Code: USPJL4-20-3 Title: APPLIED DEVELOPMENTAL PSYCHOLOGY Version: 1
Level: 3 UWE credit rating: 20 ECTS credit rating: 10
Module type: Standard
Owning Faculty: Health & Life Sciences Field: Psychology
Valid from: September 2007 Discontinued from:
Pre-requisites: USPJDB-20-2 Social and Developmental Psychology 2 OR
USPJDJ-20-2 Developmental & Social Psychology 2
Co-requisites: None
Excluded combinations: None
Learning outcomes:
• Discuss the application of developmental psychology theory to the understanding of infants, children, teens and adults behaviour.
• Evaluate a variety of approaches to the application of developmental theory;
• Critically evaluate the problems of applying developmental theory;
• Critically discuss the contributions of developmental psychology and developmental psychopathology to an understanding of developmental processes.
Syllabus outline:
Since the content of the module will, to some extent, alter from year to year to include new topics of interest, the outline given below is intended only as a broad guide.
General
The course builds on topics and themes addressed in Developmental Psychology taught at levels 1 and 2, with the intention to (a) bring the topics up to date, and (b) allow students to study a limited number of topics of their own choice in more depth.
A lifespan approach is taken, rather than just focusing on the early years and adolescence. The course covers current issues in pre-natal and post-natal development, infancy, early, middle and late childhood, adolescence and young adulthood, middle and later adulthood, old age and death.
Cognitive, emotional and social development will be covered, with the emphasis according to staff interest and expertise.
Understanding development
The contribution of epidemiological and longitudinal studies to developmental psychology and developmental psychopathology. Risk and protective factors in childhood teenage years and adulthood. The prediction of life-course patterns. Intergenerational cycles and mechanisms of transmission. Transitions and turning points in adult life; individual differences in experiencing and negotiating transitions in middle life and old age. The rationale for a life-span perspective; timing, content and context of development.
Applications of developmental theory
These classes will be hosted by subject experts. Examples of subjects to be studied: How child attachment experience relates to adult behaviour. Can children be considered reliable witnesses? At what age can we distinguish right from wrong? Teenagers’ understanding of risk behaviour. Development of prosocial behaviour and understanding volunteering behaviours. Adjustment to parenthood and adult life. Growing older, growing wiser.
Teaching and learning methods:
Students will be expected to prepare papers for discussion in groups. Lectures and discussion in groups, together with focused reading will be utilised. The intention is to develop the skills of analysing and synthesising theoretical papers and empirical research.
Limited use of large-group, framework-building lectures, given by staff with expertise in the area, supplemented by invited lectures from external subject specialists.
Use of videos, pdfs, and self-directed on-line learning to establish basic knowledge and understanding, followed by group seminars discussing issues arising. Feedback to larger group and/or to blackboard.
Focus to be on students’ engaging with course materials, learning actively, and generating their own areas of interest for further work.
Reading Strategy
All students will be encouraged to make full use of the print and electronic resources available to them through membership of the University. These include a range of electronic journals and a wide variety of resources available through web sites and information gateways. The University Library’s web pages provide access to subject relevant resources and services, and to the library catalogue. Many resources can be accessed remotely. Students will be presented with opportunities within the curriculum to develop their information retrieval and evaluation skills in order to identify such resources effectively.
This guidance will be available either in the module handbook, via the module information on UWEonline or through any other vehicle deemed appropriate by the module/programme leaders.
Books
Indicative sources:
Current editions of:
Cavanaugh, J.C. & Kail, R.V. (2006). Human development: A Life-Span View. Wadsworth, UK. ISBN: 0495130575.
Daniluk, J. (2003). Women's Sexuality Across the Life Span: Challenging Myths, Creating Meanings Guilford Press, UK. ISBN: 1572309113.
Kroger, J. (2004). Identity in Adolescence (3rd Ed). Routledge, London. ISBN: 0415281075
Pillemer, D.B & White, S.H. (2005). Developmental psychology and social change: research, history, and policy. Cambridge University Press, Cambridge, UK. ISBN: 0521826187
Putallaz, M. & Bierman, K.L. (2004). Aggression, antisocial behavior, and violence among girls: a developmental perspective. Guildford Press, Guildford, UK. ISBN: 1572309946
Smith, K.P., Cowie, H. and Blades, M. (1997). Understanding Children's Development (4th Ed). Blackwell Publishing, Oxford, UK. ISBN: 0631228233
Wood, C., Littleton, K. & Sheehy, K. (2006). Developmental psychology in action. Blackwell Publishing, Oxford, UK. ISBN: 1405116951
Journals
Clinical Child Psychiatry and Psychology
Journal of Child Psychology and Psychiatry
Journal of Reproductive and Infant Psychology
Social Science and Medicine
Psychology and Aging
Health Psychology
Assessment
Weighting between components A and B (standard modules only) A: 50% B: 50%
ATTEMPT 1
First Assessment Opportunity
Component A Element weighting
EX1 |
Examination (2 Hours) |
1 |
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Component B
Description of each element Element weighting
CW1 |
Essay (2000 words) |
1 |
| ||
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|
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Second Assessment Opportunity (further attendance at taught classes) No
Component A
Description of each element Element weighting
EX1 |
Examination (2 Hours) |
1 |
|
| |
|
|
Component B
Description of each element Element weighting
CW1 |
Essay (2000 words) |
1 |
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SECOND (OR SUBSEQUENT) ATTEMPT Attendance at taught classes. Yes
Specification confirmed by …………………………………………………Date ……………………………
(Associate Dean/Programme Director)