PSYCHOL 2005 - Foundations Health & Lifespan Development
North Terrace Campus - Semester 2 - 2014
General Course Information
Course Code PSYCHOL 2005 Course Foundations Health & Lifespan Development Coordinating Unit Psychology Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Prerequisites PSYCHOL 1000, PSYCHOL 1001 and PSYCHOL 1004 or equivalent Incompatible PSYCHOL 2000A/B & PSYCHOL 2002 or PSYCHOL 2003 Course Description This course builds on the components of mental health and developmental psychology introduced in Psychology IA and IB. The course work covers two broad thematic areas. The first aims to build a solid foundation in understanding of development across the lifespan by considering select topics in development during childhood, adulthood and old age. The second provides an introduction to evidence-based psychological assessment, treatment and prevention for mental health behaviours as well as coverage of select topics in biological bases of health and behaviour. The course draws on the biopsychosocial (mind - body) perspective that recognises that health and other behaviours are determined by the interaction of biological mechanisms, psychological processes and social influences.
Course Coordinator: Dr Lynn WardAdditional Academic Staff:
Dr Clemence Due: Ph +61 8313 6096; Email email@example.com
Dr Rachel Roberts: Ph +61 8313 5228; Email firstname.lastname@example.org
Dr Neil Kirby: Ph +61 8313 5739; Email email@example.com
Prof Helen Winefield: Ph +61 8313 3172; Email firstname.lastname@example.org
School of Psychology Office: Ph +61 8313 5693; Email email@example.com
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes1. Demonstrate an understanding of the biopsychosocial (mind - body) perspective that recognises that health and other behaviours are determined by the interaction of biological mechanisms, psychological processes and social influences.
2. Review and evaluate research in select topic areas from the developmental, mental health and health psychology fields.
3. Demonstrate the ability to write a standard research report using American Psychological Association (APA) structure and formatting conventions.
4. Demonstrate an understanding of the applications of psychology to lifespan development and to promoting whole-person health and well-being.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1-4 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 2-3 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 2-4 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1-4 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1-4
Required ResourcesFor additional information regarding required resources please refer to the relevant Undergraduate Program Handbook at the following link:
Recommended ResourcesBarr Smith Library – Psychology on the Web
The Library is a major resource centre for students. The Research Librarian for Psychology, Maureen Bell, provides some useful information through the Internet at http://libguides.adelaide.edu.au/psychology. The website contains a list of databases, links to tutorials and help with searching methods.
For additional information regarding recommended resources please refer to the relevant Undergraduate Program Handbook at the following link:
The following resources are recommended for specific lecture topics:
Child & Ageing:
Siegler, R.S., De Loache, J.S., & Eisenberg, N. (2011). How children develop. (3rd Ed) Worth: New York.
Hoffnung, M., Hoffnung, R.J., Seifert, K.L., Burton Smith, R., Hine, A., Ward, L., & Pause, C. (2nd ed, 2013), Lifespan Development, John Wiley & Sons: Milton QLD
Commonwealth Department of Health and Ageing (2010). National Standards for Mental Health Services 2010, Canberra; Commonwealth of Australia.
Available at: http://www.health.gov.au/internet/main/publishing.nsf/Content/mental-pubs-n-servst10
Rieger, E. (Ed.) (2011), Abnormal psychology: leading researcher perspectives. McGraw-Hill. North Ryde.
Caltabiano, M., Byrne, D. & Sarafino, E.P. (2nd ed, 2008). Health psychology: Biopsychosocial interactions – an Australian perspective. John Wiley & Sons: Milton QLD.
Caltabiano. M. L. & Ricciardelli L. A. (Eds.) (2013). Applied Topics in Health Psychology.Wiley-Blackwell: Chichester.
The following resources are recommended to assist students with the written components of this course:
Smith, T.R., LeCouteur, A. (2012). The principles of writing in psychology. Victoria, Australia: Macmillan Education Australia
O’Shea, R. P., Moss, S. A., & McKenzie, W. A. (2007). Writing for psychology (5th ed.). South Melbourne, Vic: Cengage Learning. (Or similar texts.)
American Psychological Association, (6th ed, 2010). Publication Manual of the American Psychological Association, Washington, DC: American Psychological Association.
Online LearningPowerpoint slides of lecture material, details of assignments and a series of 8 self-directed learning activities are provided on Myuni. Discussion board on Myuni is used extensively. Link to MyUni;
This course may also use MyUni for one or more of the following:
• Communication with students via Announcements and Discussion Board
• Submission of summative assessment
• Access to lecture recordings- Access to tutorial materials- Additional readings
• Self-directed learning activities
• Exam preparation materials
Learning & Teaching Activities
Learning & Teaching ModesThis course is taught in 24 face-to-face lectures supplemented by 4 face-to-face tutorials that focus on exercises to extend understanding of lecture content. Engagement in self-directed learning activities and additional reading is expected.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.Lectures: 2 x 1 hour lectures each week for 12 weeks = 12 hours
Tutorials: 4 tutes x 1 hour each = 4 hours
Final Exam: 2 hours
8 Self-directed learning activities: 6 hours
Course Reading; exam preparation, two assignments (120 hours)
Total: 144 hours
Learning Activities Summary
Week Lecture Lecture Week 1 Ageing Ageing Week 2 Ageing Ageing Week 3 Ageing Mental Health Week 4 Mental Health Mental Health Week 5 Mental Health Mental Health Week 6 Child Child Week 7 Child Child Week 8 Child Disability Week 9 Health Psychology Disability Week 10 Health Psychology Disability Week 11 Health Psychology Disability Week 12 Health Psychology Disability
Disclaimer: This program is provisional and subject to change.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Assessment Type Weighting Learning Outcome(s) being addressed Online Quiz Summative 10% 1-3 Practical Report Summative 34% 2-3 Exam Summative 50% 1,2,4 Tutorial Participation Summative 6% 1-4
Assessment Related RequirementsPlease note that the major practical report will require you to analyse data using statistics. Students who have not completed PSYCHOL 2004 Doing Research in Psychology will need to take steps to ensure they have competency in this area. Special workshops will be offered before the practical is due to assist in this.Data collection (or a negotiated redemption task) must be completed for the major practical report in order to have it marked
Assessment Detail• Exam consisting of 40 multiple choice and 10 short answer questions (50%)
Exam. The exam will assess students’ ability to understand key principles and course content.
• Major practical report (1,500 words) (34%)
Major pratical report. To demonstrate psychology writing skills, in
accordance with APA formatting. Students will collect data to test a
specific research hypotheses on a set topic.
• Minor online assignment (10%)
Minor assignment. An online assignment to allow students to demonstrate
critical thinking ability and to encourage students to think about
research ethics and methodological issues particularly as they apply to
topics covered in the FoHLD course.
• Tutorial attendance (6%)
SubmissionA hard copy of the major practical report is to be submitted to the front office, along with a signed cover sheet (available on MyUni) by 4.30pm by the due date.
The minor assignment is completed online via MyUni by the due date. Submission is by 11.59pm
Please refer to the General Handbook for Undergraduate Psychology students (available at the link below) for details on submission process/requirements, penalties for late submission, the process of applying for extensions, and the staff “turn-around” timeline on assessments and the provision of feedback and policy relating to re-submission/redemptive work.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
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