PSYCHOL 3021 - Health & Lifespan Development Psychology
North Terrace Campus - Semester 2 - 2015
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General Course Information
Course Details
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 PSYCHOL 2004, PSYCHOL 2005, PSYCHOL 2006 and PSYCHOL 2007 Incompatible PSYCHOL 3003 & PSYCHOL 3017 Assessment Written reports, tutorial, written exam Course Staff
Course Coordinator: Associate Professor 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 .
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Learning Outcomes
Course Learning Outcomes
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: )
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:
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:
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 ;
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Learning & Teaching Activities
Learning & Teaching Modes
This course is taught in 24 face-to-face lectures supplemented by 4 face-to-face tutorials related to the lecture content. Lecture content will include clinical case 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.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The information below is provided as a guide to assist students in engaging appropriately with 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 hoursLearning Activities Summary
Week Lectures Week 1 Health Psychology & Mental Health Week 2 Health Psychology & Mental Health Week 3 Health Psychology & Mental Health Week 4 Health Psychology & Mental Health Week 5 Health Psychology & Mental Health Week 6 Health Psychology & Mental Health Week 7 Health Psychology & Child Development Week 8 Clinical Neuropsychology & Child Development Week 9 Clinical Neuropsychology & Child Development Week 10 Clinical Neuropsychology & Child Development Week 11 Clinical Neuropsychology & Child Development Week 12 Clinical Neuropsychology & Child Development
Disclaimer: This program is provisional and subject to changeSmall Group Discovery Experience
Not applicable -
Assessment
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 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 participation 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:
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.
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 .
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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.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
Please refer to the Undergraduate Program Handbook for general course information and School policies: -
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鈥檚 disciplinary procedures.
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