Undergraduate Programme and Module Handbook 2015-2016 (archived)
Module PSYS3171: APPLIED DEVELOPMENTAL PSYCHOLOGY
Department: Psychology (Applied Psychology) [Queen's Campus, Stockton]
PSYS3171: APPLIED DEVELOPMENTAL PSYCHOLOGY
| Type | Open | Level | 3 | Credits | 20 | Availability | Not available in 2015/16 | Module Cap | Location | Queen's Campus Stockton |
|---|
Prerequisites
- 100 credits from C817 Psychology (Applied) Level 2 modules; or PSYC2021 Social and Developmental Psychology
Corequisites
- None
Excluded Combination of Modules
- None
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 | |
|---|---|---|---|---|---|
| Lecture and seminar sessions | 22 | 1 per week | 2 hours | 44 | |
| Preparation and Reading | 156 | ||||
| Total | 200 |
Summative Assessment
| Component: Examination | Component Weighting: 50% | ||
|---|---|---|---|
| Element | Length / duration | Element Weighting | Resit Opportunity |
| Examination | two-hours | 100% | |
| Component: Assignment | Component Weighting: 50% | ||
| Element | Length / duration | Element Weighting | Resit Opportunity |
| Assignment | 2500 words | 100% | |
Formative Assessment:
500 word report or student presentation
■ 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