PSYCHOL 6502OL - Developmental Psychology
Online - Online Teaching 1 - 2022
General Course Information
Course Code PSYCHOL 6502OL Course Developmental Psychology Coordinating Unit Psychology Term Online Teaching 1 Level Postgraduate Coursework Location/s Online Units 3 Contact 1 to 2 hour online tutorial Available for Study Abroad and Exchange N Prerequisites PSYCHOL 6500OL and PSYCHOL 6501OL Restrictions Graduate Diploma in Psychology or Graduate Certificate in Psychology Course Description What is human development and does it ever stop? In what ways do people change and stay the same, as they get older? This course will provide you with a multidimensional understanding development across the lifespan. We will consider established and emerging theories, along with contemporary research and applications, in both child and adult development.
Course Coordinator: Dr Christopher BeanEmail: firstname.lastname@example.org
The full timetable of all activities for this course can be accessed from Course Planner.Full details of each week's activities can be found in MyUni.
Course Learning Outcomes
1 Explain key concepts in psychological development across the lifespan. 2 Reflect on key methodological, ethical and safety issues that impact on research and practice across the lifespan. 3 Apply an ecological perspective to development across the lifespan 4 Critically evaluate theory and research related to developmental psychology. 5 Communicate evidence-based approaches to address issues in developmental 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)
Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
2, 3, 4
Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
Required ResourcesStudents require access to the internet to access course content, assessments, readings, and to engage in online tutorials. All required readings, including the online textbook, will be listed within course modules. The University Library has a limited number of licences for the online version of the textbook used in this course. We advise that students purchase their own copy of this textbook to ensure uninterrupted access to the resource when needed. If you wish to purchase a copy of the textbook (either digital or hard copy), please find the citation details in ‘Recommended Resources’.
Recommended ResourcesHoffnung, M., Hoffnung, R. J., Seifert, K. L., Hine, A., Pause, C., Ward, L., Signal, T., Swabey, K., Yates, K., & Burton Smith, R. (2018). Lifespan development (4th Australasian ed.). Wiley.
Online LearningThis is a fully online offering. Myuni will be used for all course materials, communication, links to curated resources, online tutorial support and assignments, including submissions, feedback and grading.
Learning & Teaching Activities
Learning & Teaching ModesEngagement with course content is facilitated by online presentations, interactive online activities, curated readings and resources, and self directed research and study supported by weekly online tutorial sessions. There are 6 Weekly Modules with learning scaffolded across the modules to ensure that students develop deep discipline knowledge as well as the academic literacy, research skills and capacity to apply and communicate their understanding as specified for an AQF8 level offering.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.This course is a 6-week intensive, accelerated learning offering. Students should expect to spend around 24-25 hours per week engaging with the online content, in private study, attending online tutorials and completing the assignments for this course.
Hours per Week:
1.5 Hours - Tutorial
1 Hour - Tutorial Preparation
9 Hours - Assessment related tasks
10 Hours - Engaging with online content including video presentations, podcasts, directed research activities, discussions, interactive tasks
3 Hours - Readings
Learning Activities SummaryModules in the course cover:
1. Introduction to Developmental Psychology
-History of developmental psychology
-Theoretical approaches to lifespan development
-Research methods in developmental psychology
2. Early Childhood
3. Middle Childhood to Adolescence
-Physical and cognitive development
-Social development: influence of family and peers
-Cognitive development in adolescence
-Psychosocial development: risk taking, identity formation, social influences
4. Early-Mid Adulthood
-Continuity and change in midlife
-Competing role demands
5. Late Adulthood
-Physical ageing and longevity
-Cognitive development and dementia
-Psychosocial wellbeing and optimal ageing
-Emotional functioning and resilience
Specific Course RequirementsNil
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 Task Type Due Weighting Learning Outcome Written short answer:
1. Critical commentary
2. Reflection on group work
Formative & Summative
Sunday 11:59pm weeks 2 & 3
1,2,4 Briefing document with case study Summative Sunday 11:59pm Week 4 40% 1,3,5 Community grant application Summative Sunday 11:59pm Week 6 40% 1,2,4,5
Assessment Related RequirementsSubmission via Turnitin. All assignments are due by 11:59pm on the Sunday at the end of the week in which they are due. A penalty of 5% per day applies for late submissions.
Extensions are granted on medical, compassionate or other special circumstances recognised under the University’s Modified Arrangements for Coursework Assessment Policy. The completed extension application form and any documentation (such as a medical or counsellor's certification) should be emailed to the course coordinator and submitted before the due date. The course coordinator will consider the request in the light of the case made and University deadlines, and may grant an extension of up to three days.
Assessment DetailAssessment 1: Short answer: two parts (20%)
Part 1: (10% due week 2, 350 words) Critical commentary on attachment in young children.
Part 2: (10% due week 3, 350 words) Reflection on your participation in a group work task in which you developed a case-study scenario.
Assessment 2: Report (40% due week 4, 1250 words)
In this task you will prepare a briefing document outlining Bronfenbrenner's ecological perspective and illustrating it's application by analysing a case study that will be provided.
Assessment 3: Community grant: (40% due week 6, 1500 words). You will complete a proforma grant application for funding to support a community intervention program that would facillitate successful ageing. You will need to describe and justify your intervention providing an evidence-base.
SubmissionFully online course - esubmission and marking
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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- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Counselling for Fully Online Postgraduate Students
Fully online students can access counselling services here:
Phone: 1800 512 155 (24/7)
SMS service: 0439 449 876 (24/7)
Go to the Study Smart Hub to learn more, or speak to your Student Success Advisor (SSA) on 1300 296 648 (Monday to Thursday, 8.30am–5pm ACST/ACDT, Friday, 8.30am–4.30pm ACST/ACDT)
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
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