PSYCHOL 6021 - Foundations of Health & Lifespan Development

North Terrace Campus - Semester 2 - 2014

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 aim is to build a solid foundation in understanding development across the lifespan by considering select topics in development during childhood, adulthood and old age. The second theme 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.

  • General Course Information
    Course Details
    Course Code PSYCHOL 6021
    Course Foundations of Health & Lifespan Development
    Coordinating Unit Psychology
    Term Semester 2
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Prerequisites PSYCHOL 1000 & PSYCHOL 1001 or PSYCHOL 6100 or equivalent
    Corequisites PSYCHOL 6024 and PSYCHOL 6027
    Incompatible PSYCHOL 6002 & PSYCHOL 6003
    Restrictions Available to GDPsychSc students only
    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 aim is to build a solid foundation in understanding development across the lifespan by considering select topics in development during childhood, adulthood and old age. The second theme 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 Staff

    Course Coordinator: Dr Lynn Ward

    Additional Academic Staff:

    Dr Clemence Due: Ph +61 8313 6096; Email clemence.due@adelaide.edu.au
    Dr Rachel Roberts: Ph +61 8313 5228; Email rachel.roberts@adelaide.edu.au
    Dr Neil Kirby: Ph +61 8313 5739; Email neil.kirby@adelaide.edu.au
    Prof Helen Winefield: Ph +61 8313 3172; Email helen.winefield@adelaide.edu.au

    School of Psychology Office: Ph +61 8313 5693; Email psychologyoffice@adelaide.edu.au
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    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.    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
  • Learning Resources
    Required Resources
    For additional information regarding required resources please refer to the relevant Undergraduate Program Handbook at the following link:

    http://health.adelaide.edu.au/psychology/students/resource/handbooksforms.html
    Recommended Resources
    Barr 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:
    http://health.adelaide.edu.au/psychology/students/resource/handbooksforms.html

    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. (2013). Lifespan Development (2nd Edition) John Wiley & Sons: Milton QLD
    Mental Health:
    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-servst10Rieger, E. (Ed.) (2011). Abnormal psychology: leading researcher perspectives. McGraw-Hill. North Ryde.  
    Health Psychology:
    Caltabiano, M., Byrne, D. & Sarafino, E.P.. (2008). Health psychology: Biopsychosocial interactions – an Australian perspective. (2nd Ed). 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. (2010). Publication Manual of the American Psychological     Association (6th ed.). Washington, DC: American Psychological Association
    Online Learning
    Powerpoint 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 - https://myuni.adelaide.edu.au/

    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 Modes
    This 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.
    Workload

    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
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    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 Requirements
    Please 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%
    •    Major practical report (1,500 words): 34%
    •    Minor online assignment 10%
    •    Tutorial attendance: 6%

    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.

    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.

    Exam. The exam will assess students’ ability to understand key principles and course content.
    Submission
    A 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 by11.59pm. 

    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.

    http://health.adelaide.edu.au/psychology/students/resource/handbooksforms.html
    Course Grading

    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.

  • Student Feedback

    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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    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.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.