Module PSYC1081: INTRODUCTION TO PSYCHOLOGY 2: UNDERSTANDING DEVELOPMENT, SOCIAL INTERACTION, AND MENTAL ILLNESS

Department: PSYCHOLOGY

PSYC1081: INTRODUCTION TO PSYCHOLOGY 2: UNDERSTANDING DEVELOPMENT, SOCIAL INTERACTION, AND MENTAL ILLNESS

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• This Level 1 introductory course is to allow students to acquire a broad foundation of knowledge in the core areas of developmental psychology, social psychology, and abnormal psychology.

Content

• The course is divided into four sections: (1) Life-span development, (2) Cognitive development, (3) Social interaction and processes, and (4) Abnormal psychology.
• Each section introduces and explores central issues covering empirical findings and their theoretical interpretation.
• The first three sections have a common form of nine one-hour lectures, two one-hour workshops and a concluding one-hour multiple choice test (10% of the overall mark).
• The final section is comprised of six one-hour lectures, one one-hour workshop and a final one-hour multiple choice test.
• The first lecture of each sub-section provides a historical and conceptual introduction to the topic.

Learning Outcomes

• Acquisition of knowledge in the areas of developmental psychology, social psychology, and abnormal psychology
• Detailed understanding of some sub-areas within developmental psychology, social psychology, and abnormal psychology

• Emerging understanding of the relationship between data and theory

• Developing ability to organise and utilise knowledge

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Student acquisition of a broad range of knowledge relating to developmental, social and abnormal psychology is facilitated by the content of lectures and workshops and the provision of appropriate reading lists.
• Assessment of the breadth and depth of this knowledge is achieved via workshop activities, class tests and the summer examination.
• As students are expected to acquire a broad knowledge base, class tests and the examination use an MCQ format to probe students knowledge of the full syllabus.
• Detailed understanding of some sub-areas within the core areas is supported by elements of lecture content which use examples to provide more detail about selected topics and issues.
• Workshops further emphasise these selected examples and give students the opportunity to understand some of the methods employed, and data collected, in more detail.
• MCQs in class tests and the examination serve to probe the depth of students understanding in these areas.
• The ability to organise and utilise knowledge is guided by students preparation for and participation in working activities.
• Class tests and examination assess how well students are able to use the knowledge acquired through reading and workings and provide students with almost instant feedback on this learning.
• Workshop activities guide students emerging understanding of the relationship between data and theory.
• Workshops are used to highlight examples of methods and issues arising from these and how these relate back to theory.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Formative assessment takes place in the form of quizzes and short informal MCQs. The class test MCQs also provide almost immediate feedback on students' progress and what has been learned.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University