Units

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Sample subject outline - Semester 2 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

In order to provide effective approaches to the developmental challenges facing individuals and families at all points along the life course, educational and developmental psychologists need skills for describing, explaining, assessing, intervening and collaborating in the promotion of optimum developmental outcomes.

Aims

This unit aims to provide you with a sound understanding of human development factors that influence the course of development, and the developmental challenges and problems that may be faced by individuals at various points across the life course. You will develop a sound knowledge of developmental phases and the developmental tasks that are associated with each phase, along with an understanding of key developmental concepts such as risk and resilience, individual differences and processes of change across the lifespan, contextual influences on development, developmental pathways and transitions.

Objectives

On successful completion of this unit, you should be able to:

1. demonstrate advanced understanding of developmental theory and contemporary developmental and developmental psychopathology research;


2. use developmental concepts to describe and explain individual patterns of development;


3. demonstrate an understanding of the concepts of risk, resilience and vulnerability, and the ways in which they influence development across the lifespan;


4. describe developmental assessment and interventions for a range of developmental issues and problems.

Content

Drawing on contemporary theories of and practice in human social, emotional and cognitive development, this unit focuses on a number of developmental issues and problems across the lifespan. It emphasises that human development is shaped by dynamic interactions of biological, psychological, social, cultural, and political factors. Twin, sibling and genome studies are used to examine the effect of genetic factors on various aspects of development (e.g., personality, intellectual ability and growth) while longitudinal studies provide a framework for considering the stability of these characteristics over time and the impact of environmental changes on various domains of development.

Intervention strategies aimed at reducing adverse developmental outcomes, including contemporary research on resilience, are considered in terms of their effectiveness in modifying developmental pathways.

This framework of core concepts of development is applied to a range of developmental issues and problems across the lifespan. Specific topics may include attachment, child abuse, eating disorders, peer relationships, academic motivation, identity and self-esteem. There is a particular focus on understanding and dealing with behaviour difficulties, ranging from tantrums and conduct disorder, to domestic violence and bullying.

Approaches to Teaching and Learning

This unit comprises weekly three-hour seminars that include lectures, seminar presentations and discussions addressing specific aspects of development within both biological and environmental contexts. Weeks 1 to 4 will be devoted to lectures and discussions on developmental theory and research. From Week 5, there will be at least one student seminar on the media topic (see Summative Assessment a). Seminars will include class discussions as an integral part of the learning process.

Assessment

Assessment in this unit is both formative and summative. Formative assessment involves constructive feedback on seminar presentations. Summative assessment consists of a written assignment, a seminar, and a final examination. Criteria for each piece of assessment will be discussed in Week 1.

Formative Assessment: The formative aspect of assessment will involve the provision of constructive feedback on your seminar preparation, thus developing your communication skills and your ability to organise and present researched material.

Summative Assessment:

Assessment name: Seminar Presentation
Description: Written Assignment & Seminar Presentation. You will each choose a topic from a list to be provided in the first week of semester or one for which you seek approval from the unit coordinator/lecturer by the end of week 3. The topics will consist of contemporary developmental issues that are of current interest in the media or in other forums, such as schools. You are required to research your topic and present your findings as a written article to the media, expressing your informed opinion, as an educational and developmental psychologist. Your statement must be based on developmental theory and the findings of relevant developmental research studies, and you must make references to such material. You will also present your research in a seminar that is appropriate for the appropriate forum (e.g., media, school).
(Word Limit: 1,500 words).
Relates to objectives: 1, 2, 3, & 4.
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: Commence Week 5

Assessment name: Examination (Theory)
Description: A final examination of unit content will be conducted on completion of the unit during the University's official examination period. The format of the exam will generally consist of short answer and long answer format, and will be discussed with students in the last weeks of semester.
Relates to objectives: 1, 2, & 3.
Weight: 60%
Internal or external: Internal
Group or individual: Individual
Due date: End Semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

A list of recommended readings and resources will be provided by the lecturers at the beginning of the semester.

Risk assessment statement

Discussion of life course events may cause distress to some participants. Students who find the material stressful are advised to discuss any issues which arise with a member of the University Counselling Service. The service is provided at no cost to QUT students.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 11-Apr-2013