Module PSYC41430: Current Issues in Neurodiversity and Development

Department: Psychology

PSYC41430: Current Issues in Neurodiversity and Development

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• This module aims to provide students with in-depth knowledge of current theoretical stances and methodological issues within the fields of developmental psychology and neurodiversity. The aim for the module is for students to experience a range of topics that provide a broad understanding of neurotypical development, before embarking upon topics that illustrate the impact of following a neurodivergent developmental pathway.

Content

• This module uses seminars (including both formal lecture content and interactive materials) as well as workshop opportunities to allow students to examine and think critically about current issues in the fields of developmental psychology and neurodiversity. For example, in the first half of the course, these issues may include aspects of cognitive development, prenatal development, and socio-emotional development. In the second half of the course, issues may include forms of neurodivergence (e.g. autism, Williams syndrome), issues relevant to neurodiversity and mental health, and neurodiversity and education.. There will also be opportunities for students to gain experience of developmental psychology assessments.

Learning Outcomes

• Understand key theories of cognition and behaviour within the fields of developmental psychology and neurodiversity
• Understand research / methodological issues and challenges in the fields of developmental psychology and neurodiversity
• Understand the relevance of 'classic' studies and their impact upon modern research issues within the fields of developmental psychology and neurodiversity
• Within the field of neurodiversity, evaluate the applied implications of differences in development (e.g. in relations to cognition and behaviour)

• Develop an understanding of the links between developmental psychology and neurodiversity
• Develop critical thinking abilities concerning research methodologies used in the fields of developmental psychology and neurodiversity

• Good written communication skills
• Good oral communication skills
• Develop the ability to learn independently within broad guidelines

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

• The module is taught through weekly seminars for two terms plus two interactive workshops. The workshop compliments the seminar sessions and provides more interactive and practical experience with tasks and methods used within the field.
• The module is assessed formatively through a written assignment, based on teaching in Term 1.
• Summative assessment of the module is through an examination and a written portfolio assignment. The portfolio will assess students' detailed subject knowledge via two assessment formats (e.g. policy brief, response to government call for evidence) with students’ choice on topic of focus (from across Term 2).
• The portfolio will assess students' acquired knowledge of theoretical principles and empirical studies and their ability to organise and synthesise them coherently and critically.
• The portfolios will also assess students' communication skills, including the ability to translate theory and evidence on neurodiversity to real-world impact.
• The summative exam assessment will require students to link information across Terms 1 and 2.
• Combining the assessments, students are evaluated on their knowledge of the fields of developmental psychology and developmental neurodiversity, especially the synthesis between these areas.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

1500 word essay.

■ 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.