PSYCHOL 2005 - Foundations Health & Lifespan Development
North Terrace Campus - Semester 2 - 2021
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 Available for Study Abroad and Exchange Y Prerequisites (PSYCHOL 1000 and PSYCHOL 1001 and PSYCHOL 1004) or (PSYCHOL 1000 and PSYCHOL 1001 and PSYCHOL 1005) or (PSYCHOL 1100) 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: Professor Deborah Turnbull
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesAt the sucessful completion of this course students will be able to:
1. 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. Analyse and interpret data from a developmental, mental health or health psychology research project.
4. Prepare a standard research report using American Psychological Association (APA) structure and formatting conventions.
5. 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) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1,2,5 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
2,3,4 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
2,4, 5 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
2,3,4, 5 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
1, 2, 5 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
For Child Development and Adult Development and Ageing:
Hoffnung, M., Hoffnung, R., Seifert, K.L., Burton Smith, R., Hine, A., Ward, L., Pause, C., Yates, K. & Swabey, K (2019). Lifespan Development: A chronological approach (Fourth Australasian Edition) John Wiley & Sons: Milton QLD available as an ebook that you can access via the BSL
For Mental Health:
Openstax (2019) Diagnosing and Classifying Psychological Disorders. In R. M. Spielman, W. Jenkins, A. Lacombe, M. Lovett, M. Perlmutter, & OpenStax, Psychology. OpenStax. Download for free at http://email@example.com (section 15.2,15.4, 15,5, 15.7,15.8).
Links to articles are within the myuni site.
Additional readings and resources are recommended for specific modules within the myuni site.
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, (2019). Publication Manual of the American Psychological Association, (7th ed) 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 lectures and tutorials - for semester 2, 2021 the lectures will be face to face with lecture recordings also available to download. The 4 tutorials will be in face-to-face sessions - Marks are allocated for participation in the tutorials. Ad hoc drop in workshops will be offered to assist with preparation of the major assignment. Engagement in the tutorials, self-directed learning activities and with the additional reading provided for the course 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 = 24 hours
Tutorials: 4 tutes x 1 hour each = 5 hours
Final Exam = 2 hours
Course Reading; self directed learning, exam preparation; assignment preparation = 125 hours
Total: 156 hours
Learning Activities Summary
Week Lecture Lecture Tutorials Week 1 Adult Development & Ageing Adult Development & Ageing Week 2 Adult Development & Ageing Adult Development & Ageing Week 3 Adult Development (stress) Research report briefing Adult Development
Week 4 Child Development Child Development Week 5 Child Development Child Development Child Tutorial Week 6 Child Development Mental Health Week 7 Mental Health Mental Health Mental Health Tutorial Week 8 Mental Health Mental Health Week 9 No Lecture Public Hol Health Psychology Week 10 Health Psychology Health Psychology Health Psych Tutorial Week 11 Health Psychology Health Psychology Week 12 Learning theory applications Learning theory applications
Drop-in sessions will also be offered to assist with assessment requirements.
Note the order of these topics may be changed for sem 2 2021
Small Group Discovery ExperienceNot applicable
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)
Module assessements: Short answer (5X5% each) Summative 25% 1, 2 5, Research Report Summative 30% 2, 3, 4 Final Exam
Modular formative feedback (5 X MCQs)
Tutorial Participation Summative 5% 1, 2, 3, 4, 5
Assessment Related RequirementsPlease note that the major practical report will require you to interpret the outputs of data analyses that have been conducted. Students who have not completed PSYCHOL 2004 Doing Research in Psychology will need to take steps to ensure they have competency in this area and adhoc workshops or drop-in sessions will be offered to support students in doing so.
Assessment DetailExam consisting of 60 multiple choice questions (40%)
Aim - to assess your understanding of core content consisting of 60 multiple choice questions focusing on the 5 modules (Adult development & Ageing, Child development, Mental Health, Health Psychology and Applications from Learning Theory. Each of the MCQs is worth 1 point. Each module has a formative MCQ quiz that you can do to practice for the type of MCQs you'll get in the exam. The formative quiz doesn't count for grades.
Major research report (1,500 words) (30%)
Aim - to develop and demonstrate your research and writing skills. You will review literature and interpret data analyses data to answer specific research questions on a set topic from the health and lifespan development arena and you will write up a full research report in accordance with APA 7 requirements.
Modular assessments: short answer (25% = 5X5%)
Aim - to demonstrate your critical thinking ability, your understanding of the topic material and to encourage you to think about applications of the content covered in each module. Five short online short answer assignments - to be completed at the end of relevant topic module.
Tutorial participation: (5%)
Engagement in guided discussion and class activities on select course topics (Marks are allocated to participation in the 4 tutorials 1.25% each - total 5%)
SubmissionThe minor assignment and the major practical report are to be submitted online via MyUni.
Please refer to the Myuni site for this course for details on submission process/requirements, penalties for late submission, the process of applying for extensions, the staff “turn-around” timeline on assessments and the provision of feedback and policy relating to 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.The School of Psychology and the members of academic staff are committed to listening to and understanding the perspectives of students in relation to our teaching programs. Feedback to the School teaching staff can be given via the Student-Staff Consultative committee. Year level representatives for this committee are nominated at the beginning of each year and the contact details of the representatives can be obtain from the School of Psychology office: firstname.lastname@example.org
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