2024/25 Taught Postgraduate Module Catalogue

PSYC5916M Neurotypical and Diverse Development

15 creditsClass Size: 50

Module manager: Dr Hannah Nash
Email: h.nash@leeds.ac.uk

Taught: Semester 2 (Jan to Jun) View Timetable

Year running 2024/25

Pre-requisite qualifications

At least an upper second-class honours degree in Psychology or a discipline containing a substantial amount of psychology and research

Module replaces

PSYC5911M Typical and Disordered Development

This module is not approved as an Elective

Module summary

This module focuses on psychological development in the preschool and school years, integrating research on both typical development and neuro-developmental disorders. Course materials will draw upon both classic and recent research and introduce current debates regarding the identification and treatment of neuro-developmental disorders. There will be a focus on the virtuous circle between theory, research and practice. In this way students will gain an appreciation of the direct impact research has on people’s lives.

Objectives

The module objectives are designed to encourage students to develop a deep understanding of typical and diverse development. The module will cover a range of areas, including diagnosis and identification, along with critical evaluation of theoretical understanding of this development and the relevant debates within the literature. Finally, the module will engender in students an understanding of evidence-based interventions along with a critical understanding of the strengths and weaknesses thereof.

Students receive 7 x 2-hour lectures, which involve interactive activities and opportunities for discussion. These lectures provide students with knowledge of typical development and developmental disorders. They are research led and so include evaluation of research literature and current debates in the area. Thus, the lectures clearly map on to the module objectives. In addition, students take part in seminars. which encourages debate and reflection on the literature and has a focus on writing for practitioners, developing an important transferable skill.

Learning outcomes
1. Describe how typical development proceeds in the domains of sleep, motor co-ordination, language & literacy, working memory, attention and social skills.
2. Discuss how developmental disorders are identified and diagnosed, critically evaluate the cognitive and biological explanations of these disorders.
3. Identify and critically evaluate relevant research literature.
4. Demonstrate awareness of current debates in the area, through the use of relevant empirical and theoretical research.
5. Critically evaluate evidence-based intervention approaches for developmental disorders and communicate these effectively to practitioners.


Skills Learning Outcomes

1. The ability to find, evaluate, synthesise and utilise literature effectively and evaluatively to produce written work
2. Demonstrate the ability to write for non-academic audiences
3. The ability to show critical evaluation of information

Syllabus

The module will cover a range of different domains of development: sleep, motor co-ordination, language & literacy, memory & attention, social skills and neuro-developmental disorders associated with impairment in these domains: Narcolepsy, Developmental Co-ordination Disorder, Developmental Language Disorder, Attention Deficit Hyperactivity Disorder, Autism Spectrum Disorder and dyslexia.

Module content will draw upon both classic and recent research in lecture and we will also introduce current debates regarding the identification and treatment of neuro-developmental disorders.

There will be a focus on the virtuous circle between theory, research and practice. In this way the students will gain an appreciation of the direct impact research has on people’s lives.

Teaching methods

Delivery type	Number	Length hours	Student hours
Lectures	7	2.00	14.00
seminars	2	2.00	4.00
Private study hours			132.00
Total Contact hours			18.00
Total hours (100hr per 10 credits)			150.00

Opportunities for Formative Feedback

There will be two seminar sessions to support the module assessment. One will be focused on producing an academic summary and one on writing for practitioners.  These sessions will allow students to develop their skills in both of these styles of writing, get feedback on their progress and thus support the summative assessment.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Essay	1,000-word essay	50.00
Report	1,000-word practitioner report	50.00
Total percentage (Assessment Coursework)		100.00

There is no compensation between summative components of assessment, all components must be passed. In the event of failure of one or more component(s), the module mark will be capped at 50 on successful resit of the failed component(s).

Reading list

The reading list is available from the Library website

Last updated: 29/04/2024 16:19:53

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