PSYCHOL 6025 - Health & Lifespan Developmental Psychology

North Terrace Campus - Semester 1 - 2014

This course builds on the material of the foundation 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.

  • General Course Information
    Course Details
    Course Code PSYCHOL 6025
    Course Health & Lifespan Developmental Psychology
    Coordinating Unit Psychology
    Term Semester 1
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Prerequisites Part-time load PSYCHOL 6020, PSYCHOL 6021, PSYCHOL 6022 and PSYCHOL 6023
    Incompatible PSYCHOL 6005 & PSYCHOL 6017
    Restrictions Available to GDPsychSc students only
    Course Description This course builds on the material of the foundation 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 Staff

    Course Coordinator: Dr Diana Dorstyn

    Additional Academic Staff:
    Prof Deborah Turnbull - Ph +61 8313 1229; Email deborah.turnbull@adelaide.edu.au
    Prof Jane Mathias - Ph +61 8313 3770;  Email jane.mathias@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
    Link to MyUni course: ‘Health and Lifespan Developmental Psychology’
    https://myuni.adelaide.edu.au/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=/webapps/blackboard/execute/launcher%3Ftype%3DCourse%26id%3D_287499_1%26url%3D

    The following learning outcomes will be achieved on successful completion of this course. These learning outcomes are consistent with the Australian Psychological Accreditation Council (APAC) guidelines established for undergraduate training courses in the discipline of Psychology (see: http://www.psychologycouncil.org.au/standards-and-guidelines/)

    At the 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 (i.e. short answer question, essay) for the purpose of summarising and critically reviewing the health and lifespan literature.
    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, 2, 3
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1, 2, 3
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 1, 2, 3
    A proficiency in the appropriate use of contemporary technologies. 1
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1
  • Learning Resources
    Required Resources
    Health Psychology
    Allen, F. (2010). Health psychology and behaviour in Australia. Sydney: McGraw-Hill Australia.
    Morrison, V., Bennett, P., Butow, P., Mullan, B., White, K. (2012). Introduction to health psychology in Australia. Sydney: Pearson.
    Steptoe A. (Ed).  (2011) Handbook of behavioral medicine. Methods and applications.  London: Springer.   

    Mental Health
    Rieger, E. (Ed.). (2011). Abnormal psychology: leading researcher perspectives. 2nd ed.  North Ryde: McGraw-Hill. Chapter 1.
    Wright, J.H., Basco, M.R., & Thase, M.E. (2006). Learning cognitive-behavior therapy: An illustrated guide. Arlington, VA, USA: American Psychiatric Publishing Inc. Chapter 1.

    Neuropsychology
    Gregory, R. J. (2010). Psychological testing: History, principles, and applications. Sixth edition: Boston: Allyn & Bacon.
    Kolb, B., & Wishaw, I.Q. (2009). Fundamentals of human neuropsychology. Sixth edition. New York:Worth.

    Child Development
    Hoffnung, M., Hoffnung, R. J., Seifert, K., Burton Smith, R., Hine, A., Ward, L., et al. (2010). Lifespan Development. Milton, QLD: John Wiley & Sons.

    For additional information regarding required resources please refer to the relevant 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.

    The following resources are available to 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    

    For additional information regarding recommended resources please refer to the relevant Program Handbook at the following link:
    http://health.adelaide.edu.au/psychology/students/resource/handbooksforms.html
    Online Learning
    This 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:
    https://myuni.adelaide.edu.au/
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Lectures will be supported by interactive discussion related to the lecture content. This will include clinical case scenarios to guide and trouble-shoot the application of different evidence-based treatments (e.g. Cognitive Behavioural Therapy) and theoretical models (e.g. biopsychosocial model) across the lifespan.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    Lectures: 23 lectures x 50 minutes over 12 weeks = 23 hours
    Tutorials: 4 tutes x 1 hour each = 4 hours
    Mid-semester exercises: 4 SDLs x 1 hour each = 4 hours
    Minor assignment: 20 hours
    Major assignment (includes data collection and analysis): 42.5 hours
    Independent reading: 2 hours per week = 24 hours
    Exam preparation: 24 hours
    Exam: 2.5 hours

    Total: 144 hours
    Learning Activities Summary
    Lectures will be held twice weekly on a Monday morning from 11.10 - 12 noon and Tuesday afternoon from 1.10 to 2pm. The following is a provisional program. The final program will be advised at semester commencement.

    Week Topic Lectures
    Week 1 Health Psychology Health Psychology & Mental Health
    Week 2 Health Psychology Health Psychology & Mental Health
    Week 3 Health Psychology Health Psychology & Mental Health
    Week 4 Health Psychology Health Psychology & Mental Health
    Week 5 Health Psychology Health Psychology & Mental Health
    Week 6 Health Psychology Health Psychology & Mental Health
    Week 7 Health Psychology Health Psychology & Mental Health
    Week 8 Clinical Neuropsychology Clinical Neuropsychology & Child Development
    Week 9 Clinical Neuropsychology Clinical Neuropsychology & Child Development
    Week 10 Clinical Neuropsychology Clinical Neuropsychology & Child Development
    Week 11 Clinical Neuropsychology Clinical Neuropsychology & Child Development
    Week 12 Clinical Neuropsychology Clinical Neuropsychology & Child Development

    Disclaimer: This program is provisional and subject to change

    Specific Course Requirements
    Not applicable
    Small Group Discovery Experience
    Not applicable
  • 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 for the Health and Lifespan Developmental Psychology consists of the following:

    Assessment Task Assessment Type Weighting Learning outcome(s) being addressed
    Minor (Essay) Assignment Summative 15% 3
    Major (Practical) Assignment Summative 30% 2
    Tutorial attendance and particpation Summative 5% 1
    Exam Summative 50% 1, 3
    Assessment Detail
    Assessment for Health and Lifespan Developmental Psychology (HLDP) consists of the following:

    A minor assignment that allows the student to demonstrate written communication skills, including skills in critical writing. The assignment will involve summarising and critiquing an empirical paper (i.e. a journal article) related to a key theoretical framework in health and lifespan developmental psychology: the biopsychosocial model.

    A research report that allows the student to demonstrate psychology writing skills, in accordance with APA formatting. Students will collect data to test a specific research hypotheses on a set topic.

    A short answer exam. Students will be required to answer one question from each of the four topics offered in this course. The exam will assess students’ ability to apply key principles taught in Health and Lifespan Developmental Psychology course.

    Please refer to the relevant Program Handbook and the General Handbook for Undergraduate Psychology students (available at the link below) for further details relating to assessment:

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