This is an archived handbook for a previous year. The current undergraduate and postgraduate handbooks can be viewed using the links above.
Undergraduate Handbook 2010-2011 (archived)
Module PSYS3171: APPLIED DEVELOPMENTAL PSYCHOLOGY
Department: Psychology (Applied Psychology) [Queen's Campus, Stockton]
PSYS3171: APPLIED DEVELOPMENTAL PSYCHOLOGY
| Type | Level | Credits | Availability | Module Cap | Location |
|---|---|---|---|---|---|
| Open | 3 | 20 | Available in 2010/2011 | None. | Queen's Campus Stockton |
Pre-requisites
- 100 credits from Level 2 Applied Psychology (C810) OR Social and Developmental Psychology (PSYC2021)
Corequisites
- None
Excluded Combinations
- PSYC3031 Developmental Psychology
Aims
- To introduce students to the use and application of Developmental Psychology in the real world
Content
- Applying developmental psychology in an educational context
- Developmental disorders — diagnosis and aetiology
- Abnormal vs. Delay — implications for pedagogy
- SEN in schools — remediation and practical issues
- Language and numeracy development
- Early childhood language
- Environmental influences on language
- Symbolic skills and number development
- Children’s real-world representations
- The modules will also cover related conceptual and historical issues in psychology
Learning Outcomes
Subject-specific Knowledge
- Detailed knowledge of developmental psychology including current theory, evidence, and research methods
- In-depth knowledge of some specialist areas of applied psychology
Subject-specific Skills
- Ability to review critically and consolidate understanding of a coherent body of psychological knowledge and apply it appropriately
Key Skills
- Good written communication skills
- Good IT skills in word processing, data manipulation, and data presentation
- Ability to work independently in scholarship and research within broad guidelines
Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module
- Knowledge and understanding is developed through the weekly 2 hour sessions involving a variety of learning modes including lectures and video based material
- This knowledge will be assessed in the summative assignment, and the written examination. These assessments will be essay based, providing students with the opportunity to demonstrate their abilities to appraise and apply empirical evidence and theoretical claims in a critical manner
- Preparations for the summative assignments will promote students’ abilities to locate, read and evaluate a body of evidence. These abilities are assed via written examination. Feedback is provided for the summative essay
- All modes of teaching are designed to promote critical evaluation of evidence and arguments, to adopt different theoretical positions, and to interpret empirical work in terms of theory. These abilities are also assessed via written examination. Feedback is provided for the summative essay
Teaching Methods and Learning Hours
| Activity | Number | Frequency | Duration | Total Hours | Attendance Monitored |
|---|---|---|---|---|---|
| Lecture and seminar sessions | 22 | 1 per week | 2 hours | 44 | |
| Preparation and Reading | 156 | ||||
| Total | 200 |
Summative Assessment
| Component | Component Weighting | Element | Length/Duration | Element Weighting | Resit Opportunity |
|---|---|---|---|---|---|
| Examination | 75% | Examination | two-hours | 100% | |
| Assignment | 25% | Assignment | 2000 words | 100% |
Formative Assessment
500 word report or student presentation
Students who do not attend monitored activities shown under Teaching Methods
and Learning Hours, or who fail to complete the summative or formative
assessment(s) specified above, may be subject to the Academic Progress
procedures defined in the University's General Regulation V, and may be
required to leave the University.