Developmental Psychology in Professional Practice - PSYC8520

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Module delivery information

Location Term Level1 Credits (ECTS)2 Current Convenor3 2022 to 2023
Canterbury
Spring Term 7 20 (10) Lindsey Cameron checkmark-circle

Overview

The focus of this module is on developing students' understanding of how developmental psychology can be applied in professional settings. This module will provide students with an insight into how developmental psychology theory and methods are used in Professional settings e.g. education, healthcare, clinical. Students will receive lectures from professionals working in Clinical psychology, Educational psychology and Speech and Language development. These contributors will explain, first-hand, current issues/problems in professional settings where developmental psychology is or could potentially provide insights/solutions the extent. The speakers will consider the role of developmental psychology in their professional settings, outline major theories that inform practice and critically evaluate the role of developmental psychology in their setting. Students will have an opportunity to hear about specific instances where theories and methods from developmental psychology can be applied to a particular problem or issue in a professional setting, referred to as 'Case Studies'.

Details

Contact hours

Total contact hours: 22
Private study hours: 178
Total study hours: 200

Availability

Optional to Developmental Psychology, Social & Applied Psychology, Research Methods, Groups and Intergroup Relations, and Cognitive/Neuropsychology

Method of assessment

Poster A2 size; guidelines of 500 – 1,000 words, but not prescriptive 40%
Essay 6,000 words 60%

Reassessment methods: Like for Like.

Indicative reading

Reading list (Indicative list, current at time of publication. Reading lists will be published annually)

There is no core text book for this course as it covers specialist topics in depth. Instead, for each lecture background reading will be provided. This will include the relevant books, book chapters and journal articles. For those students who welcome a recommendation for a good background book then the following book is a good core reader.

Alexander, P.A. & Winne, P.H. (2006). Handbook of educational psychology (2nd Ed). Mahwah, NJ: Lawrence Erlbaum Associates

Ashton, R. & Roberts, E. (2006). What is valuable and unique about the educational psychologist? Educational Psychology in Practice.

See the library reading list for this module (Canterbury)

Learning outcomes

The intended subject specific learning outcomes. On successfully completing the module students will be able to:

8.1. Demonstrate knowledge and understanding of how developmental psychology theory and methods are used in Professional Settings e.g. education, healthcare, clinical.

8.2. Demonstrate understanding of the potential contribution Developmental Psychology research can make to Professional Settings e.g. education, healthcare, clinical.

8.3. Gain insight into current issues/problems in Professional Settings where Developmental Psychology is or could potentially provide insights/solutions. 8.4. Familiarise self with Case Studies illustrating Developmental Psychology in action in Professional Settings. 8.5. Develop own Case Study illustrating Developmental Psychology in action in Professional Settings.

8.6. Demonstrate key intellectual skills be critically evaluating the role of Developmental Psychology in Professional Settings, in terms of the relevance and usefulness of theory and methodologies used in Developmental Psychology.

8.7. Evaluate the contribution developmental psychology can make in Professional Settings.

The intended generic learning outcomes. On successfully completing the module students will be able to:

9.1. Appraise developmental psychology theories and methods used in the study of cognitive development through an understanding of statistical material

9.2. Communicate critically evaluations of developmental psychology methods and theories in terms of cognitive development.

9.3. Work and collaborate with others in reviewing research and disseminate or communicate work to an audience (i.e. via a poster, presentation)

9.4. Demonstrate the ability to solve problems through independent learning and use of IT.

Notes

  1. Credit level 7. Undergraduate or postgraduate masters level module.
  2. ECTS credits are recognised throughout the EU and allow you to transfer credit easily from one university to another.
  3. The named convenor is the convenor for the current academic session.
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