PSYCHOL 3021 - Health & Lifespan Development Psychology
North Terrace Campus - Semester 2 - 2018
General Course Information
Course Code PSYCHOL 3021 Course Health & Lifespan Development Psychology 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 At least 6 units of Level II Psychology which must include PSYCHOL 2004 Course Description This course builds on the material of the Foundations of Health and Lifespan Development (PSYCHOL 2005) course. The underpinning theme is: the psychological, behavioural and social origins of lifespan development, illness, well-being and health enhancing behaviours. Lectures will focus on advanced topics in child development, mental health and physical health, and will include developing skills in critical evaluation and knowledge applications.
Course Coordinator: Dr Diana Dorstyn
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 Outcomes
On successful completion of this course students will be able to:
1. Demonstrate an advanced understanding of the theoretical underpinnings and methodological issues that inform contemporary research and practice in health psychology, mental health, neuropsychology and child development
2. Demonstrate the ability to write a standard research report using American Psychological Association (APA) structure and formatting conventions.
3 Write effectively in a variety of other forms (e.g. essay, short answer) for the purpose of summarising and critically reviewing the health and lifespan literature.
These learning outcomes are consistent with the Australian Psychological Accreditation Council (APAC) guidelines established for undergraduate training courses in the discipline of Psychology.
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)
1,2,3 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
1,2,3 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
Recommended ResourcesBarr Smith Library – Psychology on the Web
The Library is a major resource centre for students. Library guides specific to psychology are available, and include a list of electronic databases, links to tutorials and help with searching methods.
The following resources will also assist students with the written components of this course:
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association
O’Shea, R. P., Moss, S. A., & McKenzie, W. A. (2007). Writing for psychology (5th ed.). South Melbourne, Vic: Cengage Learning. Or similar texts.
Smith, T.R., & LeCouteur, A. (2012). The principles of writing in psychology. Victoria, Australia: Macmillan Education Australia
Online LearningThis course will use MyUni for:
- Communication with students via Announcements and Discussion Board
- Submission of assessment
- Access to lecture recordings
- Access to tutorial materials
- Additional readings
- Self-directed learning activities
- Exam preparation materials
Link to MyUni ;
Learning & Teaching Activities
Learning & Teaching ModesThis course is taught in a combination of lectures, online modules, flipped classrooms and tutorials.
Lecture content will include clinical scenarios to guide and trouble-shoot the application of different evidence-based treatments (e.g. Cognitive Behaviour Therapy) and theoretical models (e.g. biopsychosocial model) across the lifespan. 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 = 24 hours
Tutorials: 4 tutes x 1 hour each = 4 hours
Final exam: 2.5 hours
4 x self-directed learning activities, course reading, exam preparation, two assignments (125.5 hours)
Total: 156 hours
Learning Activities Summary
Week Lectures Week 1 Essay brief & Mental Health Week 2 Research Proposal brief & Mental Health Week 3 Mental Health Week 4 Mental Health Week 5 Neuropsychology Week 6 Neuropsychology Week 7 Health Psychology Week 8 Health Psychology Week 9 Health Psychology Week 10 Health Psychology Week 11 Child Development Week 12 Child Developmental
Disclaimer: This program is provisional and subject to change
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 SummaryAssessment for the Health and Lifespan Developmental Psychology consists of the following:
Assessment Task Assessment Type Weighting Learning outcome(s) being addressed Essay Summative 20% 3 Research proposal Summative 30% 2 Exam Summative 50% 1, 3
Assessment Related RequirementsPlease note that the research proposal requires an understanding of research methodology and design in psychology. Students who have not completed PSYCHOL 2004 Doing Research in Psychology will need to take steps to ensure they have competency in this area.
Assessment DetailAssessment for Health and Lifespan Developmental Psychology (HLDP) consists of the following:
An essay that allows the student to demonstrate written communication skills, including skills in critical writing.
A major research report/proposal that allows the student to demonstrate psychology writing skills, in accordance with APA formatting.
An exam to assess students’ ability to apply key principles taught in HLDP.
SubmissionDetails on submission process/requirements, penalties for late submission, the process of applying for extensions, and policy relating to re-submission/redemptive work are discussed in the Introductory HLDP lecture in week 1.
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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