20 credits at level HE5
1.To build on the learning outcomes achieved in Understanding the Person, and to enable the deeper exploration of key aspects of developmental and personality psychology,
2.The development of an informed, critical evaluation of relevant research.
Social interaction and the process of development
Theory of mind.
Models of attachment
The Trait Approach to Personality:Cattell and the Five Factor Models
Recovering the Situation: The behaviourist critique of psychometrics, interactionism and beyond
G.A. Kelly and the Psychology of Personal Constructs
Social Cognitive Theory and CBT (Bandura, Mischel and Beck)
Emotions, Intelligence and Temperaments: phylogenetic and ontogenetic influences on personality
Personality and health
This is a standard 14 week module consisting of 12 weeks of teaching, a study/ revision week followed by an end of module exam in week 14. The module is intended first of all to build on and deepen knowledge of issues in developmental and personality psychology – a lot of substantive new material is presented – and further, it is designed to develop students’ synthetic and critical skills vis-ŕ-vis this material - both lectures, and especially the seminar activities, require students to develop an awareness, not just of knowledge as presented, but of its scope and status with respect to other theory and evidence.
It will be compulsory for students to answer questions on both developmental and personality psychology within the end of module examination. Teaching takes place primarily in the form of twelve 2 hour sessions (or teaching-equivalent slots), but also via twelve seminar slots. Seminars can include: class discussions, smaller group work, presentations, structured activities and video and observational sessions.
The coursework will assess Learning outcomes 1, 2, 3, 4 & 5 and the time limited assessment will especially relate to learning outcomes 1, 2, 3 & 4.
Module time allocations are:
Class contact = 36 hours
Time limited assessment = 3 hours
Private study = 161 hours (to include recommended reading, independent study, preparation of
coursework, and revision)
TOTAL = 200 hours
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||demonstrate a critical and detailed understanding of a range of topics in personality and developmental psychology.||
1a. Identify the basis (both theroetical and evidential)for key psychological accounts.
1b. evaluate such accounts in terms of empirical evidence.
|2.||contrast theoretical approaches in personality and developmental psychology.||
2a.distinguish between theories.
2b. evaluate theories in terms of empirical evidence
|3.||recognise and compare research methodologies used in personality and developmental psychology.||
evaluate the appropriateness of different methodologies.
|4.||demonstrate analytic and critical skills.||
develop a clear line of argument drawing on and
differentiating relevant theoretical ideas and empirical evidence.
|5.||find, select and use various sources of information.||
demonstrate the use of a variety of sources of information
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||2000 word essay||3 hour unseen examination|
Before taking this module you must have successfully completed the following:
No restrictions apply.
Bowlby, J. (1969/73/80). Attachment and loss. Vols. 1,2,3 : New York. Basic Books and London: Hogarth.
Burr,V. (2003) Social constructionism. London: Routledge.
Campbell, A. and Muncer, S. (eds) (1998) The social child. Hove: Psychology Press.
* Durkin, K. (1995) Developmental social psychology: From infancy to old age. Oxford: Blackwell.
Feeney, J., Noller, P. (1996). Adult attachment. London, Sage.
Gleason, J. Berko (2001) The Development of language (5th ed.). London: Allyn and Bacon.
Goldberg, S., Muir, R., Kerr., J. (1995). Attachment theory: Social, developmental and clinical perspectives. New York: Analytic Press.
Goffman (1959) Presentation of self in everyday life. Harmondsworth: Penguin.
Hala, S. (1997) The development of social cognition. Hove: Psychology Press.
Lamb, M. (2002). Development in infancy: An introduction. (4th ed)London: McGraw -Hill
Mischel,W. (1996) Personality and assessment. London: Lawrence Earlbaum.
Rutter, M. (1981). Maternal deprivation reassessed. Harmondsworth: Penguin Books.
* Key Text
Students will be expected to read and make reference to journal articles in their assessed work.
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