20 credits at level HE6
1. To develop the breadth and depth of studentsí knowledge of topics in personality and developmental psychology informed by current research.
2. To enable students to evaluate the validity and usefulness of different approaches within these areas.
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 class contact, one study/revision week followed by an end of module time-limited assessment in week 14. Week 13 will be a revision/reading week with staff available for consultation.
A normal teaching session will consist of a seminar/workshop session and two one-hour lectures. The first assessment will be an essay on a developmental psychology topic and the time limited assessment will be a three hour examination comprising three sections: one question from part 1 (Developmental Psychology) one question from part 2 (Personality Psychology) and one from part 3 which explores links between the two parts of the module (part 3 questions will be notified in advance of the examination). For both coursework and time limited assessments at H3 level, students will be expected to consult primary sources such as journal articles.
Examination and essay methods will be used to assess learning outcomes 1 and 2, the examination covering breadth of learning in particular and the essay depth. Both methods of assessment will permit students to demonstrate achievement of learning outcomes 3, 4 and 5.
Learning outcome 6 will be assessed in both essay and examination.
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 systematic understanding of current issues and debates in personality and developmental psychology.||
1a. compare and contrast different approaches to a number of topics.
1b. critically evaluate the adequacy of a variety of
|2.||demonstrate a critical understanding of a range of appropriate methodologies and current research.||
appraise the status and adequacy of a range of
methodologies used in current research.
|3.||demonstrate critical thinking and evaluative skills informed by current research.||compose appropriate, well-informed psychological arguments.|
|4.||demonstrate synthetic thinking.||integrate material from developmental and personality psychology.|
|5.||demonstrate knowledge of appropriate paradigms of analysis and investigation.
make an informed judgement about the adequacy of a variety of current approaches in relation to practice.
|6.||formulate and defend an argument||formulate and justify judgements|
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||2000 word essay||3 hour unseen examintion|
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. et al (2002). Development in infancy: An introduction. (4th ed)London: Lawrence Earlbaum.
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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