| Unit name | Child and Adolescent Psychology |
|---|---|
| Unit code | SPOL20032 |
| Credit points | 20 |
| Level of study | I/5 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. Turner |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School for Policy Studies |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
Childhood and adolescence are fundamental parts of lifespan development. Especially development during childhood and adolescence is a fascinating topic of study for both parents, academics and researchers alike. There are also practical and intellectual reasons for studying child development. Understanding how children develop can improve child rearing practices, inform, and promote the adoption of wiser social policies relating to child welfare, and answer intriguing questions about human nature. The unit is important for students who have an interest in developmental psychology and for those who want to enhance their knowledge and understanding of childhood and adolescence.
How does this unit fit into your programme of study
This a level 5 optional unit that provides an opportunity for an examination of selected aspects of psychological development relating to the lives of children and young people. It builds upon key concepts, theories and skills introduced in the first year Psychology unit and complements learning across other units within the Childhood Studies and other degree programmes within the School for Policy Studies.
An overview of content
The content of this unit draws from research and theories in Developmental Psychology. The unit provides an opportunity for an examination of selected aspects of psychological development relating to the lives of children and young people. Sessions will examine the physical, cognitive, and social growth of young people with special attention to the various cultural contexts of development and the rich diversity of individuals. Some sessions will focus on the psychological consequences of children's exposure to adverse situations. A range of issues in selected areas of contemporary Developmental Psychology will be examined, such as: Development of personality; Gender role development; Gender dysphoria in children and young people; Child maltreatment; the psychology of trauma; the impact of domestic violence on children and young people; Childhood sexual problems; the psychology of adolescence; death and bereavement in childhood & adolescence.
How will students, personally, be different as a result of the unit
Through an enhanced understanding of key areas of psychological development during childhood and adolescence, an increased awareness of how key developmental milestones may be impacted by exposure to a number of risk factors, students will be able to utilise developmental theories and research to facilitate their understanding of major challenges children and adolescents face during this critical period of their lives and consider appropriate and effective support needed to overcome them.
Learning outcomes
Participation in formative exercises and completion of the summative assignment will enable students to demonstrate:
The unit draws on a blended learning approach consisting of a weekly lecture, seminar, and guided independent study.
Weekly lectures will include interactive elements, providing opportunity for discussion. Learning will be facilitated by asynchronous activities such as engaging with audio/visual resources and structured readings. In preparation for seminars students will be tasked to complete preparatory reading, engage in independent learning activities alongside student discussion. Group work during seminars will provide additional opportunities to enhance learning further facilitated by input from the seminar leader/unit director.
Tasks which help you learn and prepare you for summative tasks (formative):
The question within the assignment will build on discussions and tasks held within the seminars; formative feedback will be provided within the seminars, office hour and through a discussion thread on Blackboard.
Tasks which count towards your unit mark (summative):
Essay (3000 words, 100%)
This assessment covers all ILOs.
When assessment does not go to plan
Subject to the university regulations for taught programmes, unsuccessful students may be offered an opportunity for reassessment. This will comprise a task of the same format as the original assessment.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. SPOL20032).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
